Good Instruction in Mathematics

Abstract

This chapter applies the lessons of Chapter 1 (which discusses how to identify good instruction) to the case of mathematics. There has been much controversy about what makes for good instruction in mathematics. Nevertheless, scientific and humanistic sources do allow us to paint a picture. Some instructional methods are less guided (such as pure discovery learning) and others more guided (like teacher-led instruction); scientific and humanistic evidence are in agreement that general guidance is needed, but should not come at the expense of student cognitive engagement. The evidence also consistently shows that instruction should emphasize genuine understanding of the underlying reasons for mathematical principles. Skills (such as fluency in computations) are not in opposition to concepts, but rather in mutual support. Solving varied and unexpected problems is essential in good mathematics instruction. Mathematical “rigor” (meaning precision in expression) plays an important role in mathematical thought, but should be carefully balanced with accessibility for children. While such principles give general guidance, knowing them is not enough to create excellent instructional programs: they need to be applied consistently in each moment of each lesson. Getting these details right is challenging, and can only be done through years of trial and error. This helps explain why good instructional traditions in mathematics are so rare.