imported>Raymond Johnson |
imported>Raymond Johnson |
| Line 1: |
Line 1: |
| {{Title|The Effects of Classroom Mathematics Teaching on Students' Learning}}
| | [[Category:Topics]] |
| | |
| * Authors: [[James Hiebert]] and [[Douglas Grouws|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
| |
| <pre>
| |
| @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}
| |
| }
| |
| </pre>
| |
| | |
| [[Category:Book Chapters]]
| |
| [[Category:2007]]
| |
| [[Category:Teaching Quality]] | |