Anthony & Walshaw (2009) described ten principles of effective mathematics teaching based on their report; Effective Pedagogy in Pāngarau/Mathematics: Best Evidence Synthesis Iteration (BES). These principles are based on a large body of research and continue to be supported by recent research findings (for example, Charalambous & Praetorius, 2018; Hattie et. al., 2016; Hunter, Hunter, Jorgensen, & Choy, 2016; Schoenfeld et. al., 2020; Sullivan, 2011). As such, they continue to provide a solid foundation for improving practice in New Zealand classrooms.
The links below:
- describe each principle, in some instances reframed for current use
- note research-informed developments in the understanding of ideas relating to that principle along with any updates to terminology
- provide some clear and specific guidance for implementing the principle in regular classroom practice. Each guidance point is illustrated with an example of effective practice.
- An ethic of care
- Arranging for learning
- Building on students' thinking
- Worthwhile mathematical tasks
- Making connections (Tūhono)
- Assessment for learning
- Mathematical communication
- Mathematical language
- Tools and representations
- Teacher knowledge
Click for a list of references used in developing this resource.