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ERIC Number: EJ775053
Record Type: Journal
Publication Date: 2007-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 5
ISSN: ISSN-0025-5785
Reflecting on Pace
Sangster, Margaret
Mathematics Teaching Incorporating Micromath, n204 p34-36 Sep 2007
The structure of the national numeracy strategy (1999) has ensured that whole-class teaching has become a significant feature of the primary mathematics lesson. It is the section of the lesson where children are introduced to new mathematics and therefore there is a need to make it effective. In this article, the author describes her small-scale research project involving the observation and analysis of 33 student teachers' lessons. Sixteen of these were mathematics lessons. The purpose was to see what factors were involved in engaging pupils in the whole-class teaching section of the lesson and whether there was any sense in the idea of quickening the pace of the lesson. Of the 33 lessons, 13 could have been more effective in terms of children's engagement. Drawing upon an exploratory approach to research, a list of nine main features was drawn up from the observations. Some features were present and some absent in all situations, indicating that success is a complex weave of many skills occurring simultaneously, but the more engaging lessons were found to be where the student teacher addressed more of these features. These nine features are discussed, based on observational data from the research. These are: (1) strong presence/control; (2) quality questioning and "wait" time; (3) contribution from the children; (4) appropriate level of difficulty; (5) good timing; (6) well-organised resources; (7) clarity of explanation/expectation; (8) stimulating content; and (9) sufficient content.
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A