"That's the Only Maths Today.""Yahoo!""You Beauty!" Qualitative Observation of Grade 4 Mathematics Classes. Mt. Druitt Longitudinal Study.

Autor/inn/en	O'Brien, Peter; Richardson, Arthur
Institution	Macquarie Univ., North Ryde (Australia). School of Education.
Titel	"That's the Only Maths Today.""Yahoo!""You Beauty!" Qualitative Observation of Grade 4 Mathematics Classes. Mt. Druitt Longitudinal Study.
Quelle	(1987), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Class Activities; Educational Research; Elementary School Mathematics; Foreign Countries; Grade 4; Intermediate Grades; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Multiplication; Teacher Effectiveness; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Elementare Mathematik; Schulmathematik; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Multiplikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This study focused on the way mathematics was taught in selected primary school classrooms. The study involved the observation of 21 fourth-grade classes in eight schools over a two-week period. Results indicated a hiatus between what was taught and what should be taught and between how mathematics is taught and how it should be taught. Researchers felt that teachers were not familiar with either the aims or the content of the curriculum. They further suggested that it was evident that some teachers were neither confident with nor competent in the subject matter. Findings indicate that teachers had scant knowledge of the components of the learning process; few, for example, knew about the importance of such things as sequencing of subject matter, mastery of prerequisite skills, or questioning techniques. There was little evidence that teachers accepted: (1) the essential nature of concrete aids in concept development; (2) that language is an integral part of learning mathematics; (3) that learning is more likely to be retained if it is related to practical situations; and (4) that children learn at different rates and use different methods to learn. The need for improved in-service and pre-service training is discussed. (PK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC