An Up-Close Look at Student-Centered Math Teaching: A Study of Highly Regarded High School Teachers and Their Students

Autor/inn/en	Walters, Kirk; Smith, Toni M.; Leinwand, Steve; Surr, Wendy; Stein, Abigail; Bailey, Paul
Institution	Nellie Mae Education Foundation; American Institutes for Research (AIR)
Titel	An Up-Close Look at Student-Centered Math Teaching: A Study of Highly Regarded High School Teachers and Their Students
Quelle	(2014), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Centered Learning; Mathematics Instruction; Teaching Methods; High School Students; High School Teachers; Secondary School Mathematics; Student Attitudes; Classroom Environment; Teacher Characteristics; Mathematics Teachers; Learner Engagement; Problem Solving; Mathematics Skills; Teacher Effectiveness; Conventional Instruction; Instructional Effectiveness; Mathematics Achievement; New York; Connecticut; Maine; Massachusetts; New Hampshire; Rhode Island; Vermont + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Klassenklima; Unterrichtsklima; Mathematics; Mathematik; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathematical ability; Master-Studiengang
Abstract	Today, far too many students see mathematics as a subject that must be endured, not a source of inspiration or a way of thinking that can enrich their understanding of the world. Advocates of student-centered instruction argue that good teachers have the ability to transform mathematics classrooms into lively, engaging learning environments in which students take charge of their own learning and make meaningful connections to the world around them. Many of the principles and the practices of student-centered instruction are informed by research, but there is still a lot to learn about student-centered teaching, especially in the context of high school mathematics. This report seeks to contribute to the research base on student-centered teaching in mathematics in two ways. First, through an in-depth case study and qualitative methods, the report provides a nuanced portrait of student-centered teaching, which reflects the different ways in which student-centered teaching occurs in high school mathematics classrooms and compares the philosophy, instructional environments, and student perspectives of teachers who implement student-centered approaches to varying degrees. Second, the report also uses quantitative methods to examine differences in engagement and problem-solving ability among students assigned to teachers who implement varying degrees of student-centered instruction. Thus, the results of the study are potentially useful for researchers and practitioners who are interested in understanding student-centered teaching practices in high school mathematics more deeply, as well as the effects of these practices on students. (ERIC).
Anmerkungen	Nellie Mae Education Foundation. 1250 Hancock Street Suite 701N, Quincy, MA 02169. Tel: 781-348-4200; Tel: 877-635-5436; Fax: 617-472-4089; e-mail: info@nmefoundation.org; Web site: https://www.nmefoundation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01