A Qualitative Study on Primary School Mathematics Lesson Evaluation

Autor/inn/en	Zhao, Dongchen; Ma, Yunpeng
Titel	A Qualitative Study on Primary School Mathematics Lesson Evaluation
Quelle	In: Frontiers of Education in China, 4 (2009) 4, S.506-525 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
DOI	10.1007/s11516-009-0028-8
Schlagwörter	Mathematics Curriculum; Mathematics Education; Student Participation; Teaching Methods; Mathematics Instruction; Elementary School Mathematics; Mathematics Achievement; Lesson Plans; Planning; Mathematical Logic; Foreign Countries; China + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Mathematical logics; Mathematische Logik; Ausland
Abstract	Through the qualitative interviews of five implementers of primary school mathematics curriculum, this study addresses the ways in which mathematics lessons are evaluated. Results show that each evaluator recognizes different aspects of a "good lesson," however, among all criteria, the design of the lesson plan, realization of the lesson goals, active student participation, and mathematical thinking are seen as key indicators in lesson evaluation. The study also shows that student performance is a major point of concern in lesson evaluation, and some extreme teaching practice has drawn attention and being reflected by some implementers of the New Mathematics Curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10