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ERIC Number: EJ1000876
Record Type: Journal
Publication Date: 2012-Dec
Pages: 5
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0025-5769
Effective Instruction: A Mathematics Coach's Perspective
Nebesniak, Amy L.
Mathematics Teacher, v106 n5 p354-358 Dec 2012
Effective instruction is multifaceted, dependent largely on the context and, consequently, on numerous variables. Although "effective instruction" is difficult to define, in the author's experience--and as the work of mathematics education specialists and researchers indicates--three key features of quality instruction stand out: (1) Teaching conceptually for understanding; (2) Making connections within content, including accessing prior knowledge; and (3) Directing attention through student engagement. As an algebra instructional coach, the author has observed and participated in a variety of instructional interactions with high school algebra teachers and students. In the classrooms she has worked in, these three main instructional features are often the key ingredients to effective lessons; conversely, when instruction is not effective, these are the missing components. In this article, the author offers examples of effective instruction that are drawn from her experience as a teacher and an instructional coach. (Contains 2 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A