BES Case Study 24: Expect students to be accountable for thinking through the mathematics involved in a problem

BES Case Study 24: Expect students to be accountab…
01 Feb 2007
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The best evidence syntheses (BESs) bring together research evidence about ‘what works’ for diverse (all) learners in education. Recent BESs each include a number of cases that describe actual examples of professional practice and then analyse the findings. These cases support educators to grasp the big ideas behind effective practice at the same time as they provide vivid insight into their application.

The mathematics BES emphasises the importance of basing pedagogical practices on socio-mathematical norms that collectively establish expectations about what mathematical thinking is and is not.

Through the use of contrasting examples from four different teachers, this case illustrates important differences between effective and less effective teaching. Above all, effective teaching emphasises conceptual thinking, not superficial sharing of ideas and strategies, and mathematical argumentation, not procedural description/summary.

While this case is located in grades 4–5, it is relevant to all teachers of mathematics, including secondary school teachers.

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