# Hiebert & Grouws (2007)

The Effects of Classroom Mathematics Teaching on Students' Learning

• 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,