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ERIC Number: EJ936531
Record Type: Journal
Publication Date: 2011
Pages: 2
Abstractor: ERIC
Reference Count: 1
ISSN: ISSN-1326-0286
Professor's Page: Do Demonstration Lessons Work?
Clarke, Doug
Australian Primary Mathematics Classroom, v16 n2 p12-13 2011
As part of a large research and professional development project funded by the Catholic Education Office Melbourne (CEOM), called "Contemporary Teaching and Learning of Mathematics," the ACU team has been leading demonstration lessons. There is certainly not universal agreement on the worth of demonstration lessons in the mathematics education community. Concerns expressed include the risk of demonstration lessons providing an exemplary model to which many teachers feel they can never aspire, the demonstration teacher not "knowing" the students, and that the equivalent time spent observing the regular class teacher might be more beneficial. On the other hand, the ACU team has found that the demonstration lesson provides an excellent focus for observation and subsequent discussion. It is likely that few teachers would be happy to teach while up to 12 other adults are in the room, but the team's process enables a large number of teachers to participate in a joint experience. The team also believes that teaching a demonstration lesson shows that they are prepared to be "risk takers" in the way they encourage both teachers and students to be, and this adds credibility and "grounding" to the kinds of things they do and say in professional learning sessions. In this article, the author describes how demonstration lessons work.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia