https://mathed.net/w/index.php?action=history&feed=atom&title=Hiebert_%26_Grouws_%282007%29 2026-09-20T21:50:35Z Revision history for this page on the wiki MediaWiki 1.43.8 https://mathed.net/w/index.php?title=Hiebert_%26_Grouws_(2007)&diff=1674&oldid=prev 2015-05-27T22:00:47Z

<p>Created page with &quot;{{Title|The Effects of Classroom Mathematics Teaching on Students&#039; Learning}} * Authors: <a href="/wiki/James_Hiebert" title="James Hiebert">James Hiebert</a> and <a href="/wiki/Douglas_Grouws" title="Douglas Grouws">Douglas A. Grouws</a> * Book: Second Handbook...&quot;</p> <p><b>New page</b></p><div>{{Title|The Effects of Classroom Mathematics Teaching on Students&#039; Learning}}<br /> <br /> * Authors: [[James Hiebert]] and [[Douglas Grouws|Douglas A. Grouws]]<br /> * Book: [[Second Handbook of Research on Mathematics Teaching and Learning]]<br /> * Year: 2007<br /> * Source: http://www.infoagepub.com/products/Second-Handbook-Research-Mathematics-Teaching-Learning<br /> <br /> ==Outline of Headings==<br /> * Teaching Matters...But &#039;&#039;How&#039;&#039; Is Not Easy to Document<br /> ** A Claim That Appears Obvious is Strikingly Difficult to Specify<br /> ** Useful Theories of Teaching Are in Short Supply<br /> *** Challenge 1: Different Teaching Methods Might Be Effective for Different Learning Goals<br /> *** Challenge 2: Teaching is a System of Interacting Features<br /> *** Challenge 3: The Influence of Mediating Variables<br /> ** Documenting the Effects of Teaching on Learning is Methodologically Difficult<br /> *** Accounting for Relevant Factors<br /> *** Creating Appropriate Measures<br /> ** Teaching Often Gets Interpreted as Teachers<br /> ** Despite the Difficulties, Research-Based Claims Are Emerging<br /> * Opportunity to Learn: Still the Key Enabling Condition<br /> * Two Patterns: Teaching for Skill Efficiency and Teaching for Conceptual Understanding<br /> ** Becoming Efficient in Executing Skills<br /> ** Developing Conceptual Understanding<br /> ** Teaching That Promotes Conceptual Development: Two Key Features<br /> *** Feature 1: Teachers and Students Attend Explicitly to Concepts<br /> *** Feature 2: Students Struggle with Important Mathematics<br /> *** Teaching Features that Promote Conceptual Understanding also Promote Skill Fluency<br /> *** Summary<br /> ** Absence of Features That Support Conceptual Development from U.S. Mathematics Teaching<br /> * Future Directions for Research That Connects Teaching and Learning<br /> ** Be Explicit About Learning Goals<br /> ** Build and Use Theories<br /> ** Set Realistic Expectations for What a Knowledge Base Can Do<br /> ** Account for the Costs and Benefits of Different Research Approaches<br /> ** Comparing the Effects of Different Instructional Methods<br /> ** Correlating Features of Teaching with Students&#039; Learning<br /> ** Balancing the Benefits of Small-Scale Qualitative Studies and Large-Scale Quantitative Studies<br /> * Final Thoughts<br /> <br /> ==Corrolary==<br /> ;APA<br /> : Hiebert, J., &amp; Grouws, D. A. (2007). The effects of classroom mathematics teaching on students&#039; learning. In F. K. Lester (Ed.), &#039;&#039;Second handbook of research on mathematics teaching and learning&#039;&#039; (pp. 371–404). Charlotte, NC: Information Age.<br /> ;BibTeX<br /> &lt;pre&gt;<br /> @incollection{Hiebert2007,<br /> address = {Charlotte, NC},<br /> author = {Hiebert, James and Grouws, Douglas A.},<br /> booktitle = {Second handbook of research on mathematics teaching and learning},<br /> chapter = {9},<br /> editor = {Lester, Frank K.},<br /> pages = {371--404},<br /> publisher = {Information Age},<br /> title = {{The effects of classroom mathematics teaching on students&#039; learning}},<br /> year = {2007}<br /> }<br /> &lt;/pre&gt;<br /> <br /> [[Category:Book Chapters]]<br /> [[Category:2007]]<br /> [[Category:Teaching Quality]]</div>

imported>Raymond Johnson