Improving Mathematics in Key Stages Two and Three. Guidance Report

Autor/inn/en	Henderson, Peter; Hodgen, Jeremy; Foster, Colin; Kuchemann, Dietmar
Institution	Education Endowment Foundation (EEF) (United Kingdom)
Titel	Improving Mathematics in Key Stages Two and Three. Guidance Report
Quelle	(2017), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Mathematics Skills; Elementary Education; Teaching Methods; Mathematics Instruction; Educational Quality; Faculty Development; Evidence Based Practice; Educational Change; Change Strategies; Foreign Countries; Educational Assessment; Student Evaluation; Feedback (Response); Manipulative Materials; Mathematical Concepts; Concept Formation; Learning Strategies; Problem Solving; Knowledge Level; Student Role; Student Motivation; Metacognition; Learning Activities; Misconceptions; Intervention; Transitional Programs; Elementary School Mathematics; Secondary School Mathematics; Fractions; Arithmetic; Mathematics Anxiety; Learning Problems; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Bildungsreform; Lösungsstrategie; Ausland; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Hilfsmittel; Concept learning; Begriffsbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Wissensbasis; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernaktivität; Missverständnis; Elementare Mathematik; Schulmathematik; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lernproblem
Abstract	This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3. It is not intended to provide a comprehensive guide to mathematics teaching. We have made recommendations where there are research findings that schools can use to make a significant difference to pupils' learning, and have focused on the questions that appear to be most salient to practitioners. There are aspects of mathematics teaching not covered by this guidance. In these situations, teachers must draw on their knowledge of mathematics, professional experience and judgement, and assessment of their pupils' knowledge and understanding. The focus is on improving the quality of teaching. Excellent maths teaching requires good content knowledge, but this is not sufficient. Excellent teachers also know the ways in which pupils learn mathematics and the difficulties they are likely to encounter, and how mathematics can be most effectively taught. This guidance is aimed primarily at subject leaders, headteachers, and other staff with responsibility for leading improvements in mathematics teaching in primary and secondary schools. Classroom teachers and teaching assistants will also find this guidance useful as a resource to aid their day-to-day teaching. [For the related evidence review, see ED612295. For the companion report, "Improving Mathematics in the Early Years and Key Stage 1. Guidance Report," see ED612298.] (As Provided).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01