Literaturnachweis - Detailanzeige
Autor/inn/en | Henderson, Peter; Hodgen, Jeremy; Foster, Colin; Kuchemann, Dietmar |
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Institution | Education Endowment Foundation (EEF) (United Kingdom) |
Titel | Improving Mathematics in Key Stages 2 and 3. Guidance Report |
Quelle | (2022), (38 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Instructional Improvement; Mathematics Education; Curriculum Development; Evaluation Methods; Prior Learning; Manipulative Materials; Student Motivation; Personal Autonomy; Intervention; Elementary School Students; Secondary School Students; Transitional Programs Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Unterrichtsqualität; Mathematische Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Vorkenntnisse; Hilfsmittel; Schulische Motivation; Individuelle Autonomie; Sekundarschüler |
Abstract | This guidance report focuses on improving the quality of teaching of mathematics to pupils in Key Stages 2 and 3. The decision to focus on these Key Stages was made after an initial consultation period with teachers, academics, and other stakeholders. Schools are seeking advice on adjusting to a new curriculum, and there is also concern about pupils making a transition between the stages. This report is not intended to provide a comprehensive guide to mathematics teaching, but rather is an accessible overview of existing research with clear, actionable guidance. Recommendations based on research findings that schools can use to make a significant difference to pupils' learning, and those based on the questions that appear to be most salient to practitioners, are provided. Those recommendations include: (1) Use assessment to build upon pupils' existing knowledge and understanding; (2) Use manipulatives and representations; (3) Teach strategies for solving problems; (4) Enable pupils to develop a rich network of mathematical knowledge; (5) Develop pupils' independence and motivation; (6) Use tasks and resources to challenge and support pupils' mathematics; (7) Use structured interventions to provide additional support; and (8) Support pupils to make a successful transition between primary and secondary school. (ERIC). |
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 |