Raising standards in mathematics through effective classroom practice

Abstract

This paper reports some of the results of the Standards in Numeracy project which was funded by the Welsh Assembly during 1999-2000. Schools in which pupils achieved standards significantly higher than would have been expected from their prior attainment were identified as using value-added analyses in order to explore factors and strategies that might contribute positively towards standards in mathematics. Two primary and two secondary schools were identified in each of five Welsh local education authorities (LEAs). Pedagogical factors contributing to high attainment were then explored through extended interviews with LEA advisors, head teachers, mathematics subject leaders, and classroom teachers. These factors were triangulated at classroom level through participant observation. This paper focuses on features of classroom practice, making only brief mention of factors at the level of whole school and subject leader. These features are contrasted with findings from other projects and analyzed to provide a rationale for good practice. (Contains 42 references.) (Author/ASK) Reproductions supplied by EDRS are the best that can be made from the original document. Raising Standards in Mathematics through Effective Classroom Practice. Sonia Jones Howard Tanner Mike Treadaway U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY