Instructional practices in mathematics classrooms

International audience In the last decade, research on instructional practices has been carried out in mathematics classrooms in Iceland, mostly in the lower secondary school. In this study, the structure of 51 mathematics lessons in all compulsory school grades were analysed. The data came from a s...

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Bibliographic Details
Main Authors: Gunnarsdóttir, Guðný Helga, Pálsdóttir, Guðbjörg
Other Authors: University of Iceland Reykjavik, Charles University in Prague, Faculty of Education, ERME, Konrad Krainer, Naďa Vondrová
Format: Other/Unknown Material
Language:English
Published: HAL CCSD 2015
Subjects:
Instructional practices
mathematics lessons
lesson diagrams
compulsory school
edu
hisphilso
Iceland
Online Access:https://hal.archives-ouvertes.fr/hal-01289736/file/CERME9.TWG19.13.papers.GunnarsdottirPalsdottir.pdf
https://hal.archives-ouvertes.fr/hal-01289736
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Summary:International audience In the last decade, research on instructional practices has been carried out in mathematics classrooms in Iceland, mostly in the lower secondary school. In this study, the structure of 51 mathematics lessons in all compulsory school grades were analysed. The data came from a study called Teaching and Learning in Icelandic Schools, where 518 lessons from all school subjects were observed. To shed light on the structure of the mathematics lessons, diagrams were made which included the categories: non-mathematical work, teachers’ public interaction with the whole class, individual seat work, assessment, group work, and playing of games. The analysis revealed that in most of the mathematics lessons the students were working individually in textbooks. There was little public interaction between the teacher and the class but the teacher went around the class and interacted with the students. There were a few examples of varied instructional practices that emphasized group work and discussions.

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