Identifying Effective Mathematics Teaching: Some Questions for Research

Abstract

This paper argues that there is a gap in the research on teaching and learning mathematics, and thus a need for research into effective teaching practices. From a selective review of literature, reasons are examined as to why less emphasis appears to have been placed on generating knowledge about teaching and effective mathematical teaching practices than on mathematics teachers and their knowledge. Possible reasons for this lack of attention to teaching include assumptions that, as researchers, we already know what effective teaching is or that if teachers embrace certain principles about teaching or learning, then effective teaching will necessarily ensue. Arguing that both of these positions neglect to address important aspects of developing knowledge about effective teaching, the paper raises a number of questions that research might address in moving the balance more towards examining the actual practices that might characterise effective teaching.