Raising standards in mathematics through effective classroom practice

Authors: Jones S.^{1, 3}; Tanner H.¹; Treadaway M.²

Source: Teaching Mathematics and its Applications, Volume 19, Number 3, September 2000 , pp. 125-134(10)

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Abstract:

Schools where pupils achieved standards significantly higher than would have been expected from their prior attainment were identified using value-added analyses which linked National Curriculum and GCSE data in mathematics to a range of input measures. Factors contributing to this high attainment were then identified through extended interviews with LEA advisors, head teachers, mathematics subject leaders and classroom teachers. These factors were triangulated at classroom level through participant observation. The factors common to the majority of schools are contrasted with findings from other projects and analysed to provide a rationale for recommended good practice.

Document Type: Original article

Affiliations: E-mail: sonia.jones@swan.ac.uk : 1: University of Wales Swansea, Department of Education, Hendrefoelan, Swansea, SA2 7NB, UK 2: Vale of Glamorgan LEA, UK 3: Corresponding author

Publication date: 2000-09-01

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The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal's readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.