Difference between pages "Carraher & Schliemann (2007)" and "Hiebert & Grouws (2007)"
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imported>Raymond Johnson (Created page with "{{Title|Early Algebra and Algebraic Reasoning}} * Authors: David W. Carraher and Analúcia D. Schliemann * Book: Second Handbook...") |
imported>Raymond Johnson (Created page with "{{Title|The Effects of Classroom Mathematics Teaching on Students' Learning}} * Authors: James Hiebert and Douglas A. Grouws * Book: Second Handbook...") |
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{{Title| | {{Title|The Effects of Classroom Mathematics Teaching on Students' Learning}} | ||
* Authors: [[ | * Authors: [[James Hiebert]] and [[Douglas Grouws|Douglas A. Grouws]] | ||
* Book: [[Second Handbook of Research on Mathematics Teaching and Learning]] | * Book: [[Second Handbook of Research on Mathematics Teaching and Learning]] | ||
* Year: 2007 | * Year: 2007 | ||
Line 7: | Line 7: | ||
==Outline of Headings== | ==Outline of Headings== | ||
* | * Teaching Matters...But ''How'' Is Not Easy to Document | ||
** A Claim That Appears Obvious is Strikingly Difficult to Specify | |||
** Useful Theories of Teaching Are in Short Supply | |||
** A | *** Challenge 1: Different Teaching Methods Might Be Effective for Different Learning Goals | ||
** | *** Challenge 2: Teaching is a System of Interacting Features | ||
*** | *** Challenge 3: The Influence of Mediating Variables | ||
** Documenting the Effects of Teaching on Learning is Methodologically Difficult | |||
*** Accounting for Relevant Factors | |||
*** | *** Creating Appropriate Measures | ||
*** | ** Teaching Often Gets Interpreted as Teachers | ||
** | ** Despite the Difficulties, Research-Based Claims Are Emerging | ||
*** | * Opportunity to Learn: Still the Key Enabling Condition | ||
* | * Two Patterns: Teaching for Skill Efficiency and Teaching for Conceptual Understanding | ||
** | ** Becoming Efficient in Executing Skills | ||
** | ** Developing Conceptual Understanding | ||
** | ** Teaching That Promotes Conceptual Development: Two Key Features | ||
* | *** Feature 1: Teachers and Students Attend Explicitly to Concepts | ||
*** Feature 2: Students Struggle with Important Mathematics | |||
* | *** Teaching Features that Promote Conceptual Understanding also Promote Skill Fluency | ||
** | *** Summary | ||
** Absence of Features That Support Conceptual Development from U.S. Mathematics Teaching | |||
** | * Future Directions for Research That Connects Teaching and Learning | ||
** | ** Be Explicit About Learning Goals | ||
** | ** Build and Use Theories | ||
* | ** Set Realistic Expectations for What a Knowledge Base Can Do | ||
** Account for the Costs and Benefits of Different Research Approaches | |||
** | ** Comparing the Effects of Different Instructional Methods | ||
* | ** Correlating Features of Teaching with Students' Learning | ||
** Balancing the Benefits of Small-Scale Qualitative Studies and Large-Scale Quantitative Studies | |||
* | * Final Thoughts | ||
** | |||
** | |||
** | |||
* | |||
** | |||
* | |||
** Can | |||
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==Corrolary== | ==Corrolary== | ||
;APA | ;APA | ||
: | : Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), ''Second handbook of research on mathematics teaching and learning'' (pp. 371–404). Charlotte, NC: Information Age. | ||
;BibTeX | ;BibTeX | ||
<pre> | <pre> | ||
@incollection{ | @incollection{Hiebert2007, | ||
address = {Charlotte, NC}, | address = {Charlotte, NC}, | ||
author = { | author = {Hiebert, James and Grouws, Douglas A.}, | ||
booktitle = {Second handbook of research on mathematics teaching and learning}, | booktitle = {Second handbook of research on mathematics teaching and learning}, | ||
chapter = { | chapter = {9}, | ||
editor = {Lester, Frank K.}, | editor = {Lester, Frank K.}, | ||
pages = { | pages = {371--404}, | ||
publisher = {Information Age}, | publisher = {Information Age}, | ||
title = {{ | title = {{The effects of classroom mathematics teaching on students' learning}}, | ||
year = {2007} | year = {2007} | ||
} | } | ||
Line 74: | Line 58: | ||
[[Category:Book Chapters]] | [[Category:Book Chapters]] | ||
[[Category:2007]] | [[Category:2007]] | ||
[[Category: | [[Category:Teaching Quality]] | ||
Latest revision as of 22:00, 27 May 2015
The Effects of Classroom Mathematics Teaching on Students' Learning
- Authors: James Hiebert and Douglas A. Grouws
- Book: Second Handbook of Research on Mathematics Teaching and Learning
- Year: 2007
- Source: http://www.infoagepub.com/products/Second-Handbook-Research-Mathematics-Teaching-Learning
Outline of Headings
- Teaching Matters...But How Is Not Easy to Document
- A Claim That Appears Obvious is Strikingly Difficult to Specify
- Useful Theories of Teaching Are in Short Supply
- Challenge 1: Different Teaching Methods Might Be Effective for Different Learning Goals
- Challenge 2: Teaching is a System of Interacting Features
- Challenge 3: The Influence of Mediating Variables
- Documenting the Effects of Teaching on Learning is Methodologically Difficult
- Accounting for Relevant Factors
- Creating Appropriate Measures
- Teaching Often Gets Interpreted as Teachers
- Despite the Difficulties, Research-Based Claims Are Emerging
- Opportunity to Learn: Still the Key Enabling Condition
- Two Patterns: Teaching for Skill Efficiency and Teaching for Conceptual Understanding
- Becoming Efficient in Executing Skills
- Developing Conceptual Understanding
- Teaching That Promotes Conceptual Development: Two Key Features
- Feature 1: Teachers and Students Attend Explicitly to Concepts
- Feature 2: Students Struggle with Important Mathematics
- Teaching Features that Promote Conceptual Understanding also Promote Skill Fluency
- Summary
- Absence of Features That Support Conceptual Development from U.S. Mathematics Teaching
- Future Directions for Research That Connects Teaching and Learning
- Be Explicit About Learning Goals
- Build and Use Theories
- Set Realistic Expectations for What a Knowledge Base Can Do
- Account for the Costs and Benefits of Different Research Approaches
- Comparing the Effects of Different Instructional Methods
- Correlating Features of Teaching with Students' Learning
- Balancing the Benefits of Small-Scale Qualitative Studies and Large-Scale Quantitative Studies
- Final Thoughts
Corrolary
- APA
- Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students' learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Charlotte, NC: Information Age.
- BibTeX
@incollection{Hiebert2007, address = {Charlotte, NC}, author = {Hiebert, James and Grouws, Douglas A.}, booktitle = {Second handbook of research on mathematics teaching and learning}, chapter = {9}, editor = {Lester, Frank K.}, pages = {371--404}, publisher = {Information Age}, title = {{The effects of classroom mathematics teaching on students' learning}}, year = {2007} }