Corpus ID: 17557115


  author={James Hiebert and Douglas A. Grouws},
We begin with the following claim: The nature of classroom mathematics teaching signifi cantly affects the nature and level of students’ learning. Such a claim seems obvious. Everyone can remember teachers who were especially effective. Surely, teaching makes a difference. Systematically collected data support most people’s personal experience by showing that different teachers produce different levels of student achievement gains (Nye, Konstantopoulos, & Hedges, 2004; Sanders & Rivers, 1996… Expand
The impact of a mathematics research experience on teachers' conceptions of student learning
THE IMPACT OF A MATHEMATICS RESEARCH EXPERIENCE ON TEACHERS' CONCEPTIONS OF STUDENT LEARNING by Todd Abel University of New Hampshire, September, 2010 Many mathematics teacher professionalExpand
Investigating Links from Teacher Knowledge, to Classroom Practice, to Student Learning in the Instructional System of the Middle-School Mathematics Classroom
Using data collected in 125 seventh-grade and 56 eighth-grade Texas classrooms in the context of the “Scaling Up SimCalc” research project in 2005–07, we examined relationships between teachers’Expand
Investigating the levels of teachers’ use of student thinking in mathematics classrooms
In the present study, it was aimed to explore the extent to which teachers’ use of student thinking in mathematics classrooms. Two mathematics teachers working at public middle schools participatedExpand
The Instructional Quality of Classroom Processes and Pupils' Mathematical Attainment Concerning Decimal Fractions.
The objective of our study is to understand and analyse what significance cognitive and emotional networks of classroom processes have in mathematics learning. The subject of the study includes twoExpand
The Value of Why for Student and Teacher Learning
We believe teaching for understanding begins with the development of a few essential orientations. Teachers must have an appreciation for studentcentered mathematics teaching, valuing an approachExpand
Shaping and signaling mathematics: Examining cases of beginning middle school mathematics teachers' instructional development
How learners understand content is interwoven with the practices in which they engage. Classroom experiences of how students engage with mathematical ideas and problems shape the mathematics that isExpand
Mathematics teaching practices with technology that support conceptual understanding for Latino/a students
Abstract We analyze how three seventh grade mathematics teachers from a majority Latino/a, linguistically diverse region of Texas taught the same lesson on interpreting graphs of motion as part ofExpand
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge?
This research analyses preservice teachers’ knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learningExpand
Implementation of Mathematics Textbooks of Different Types in Secondary School Classrooms
The purpose of this paper is to report findings related to curriculum implementation of two types of mathematics textbooks that have different organizations of mathematical content and to discussExpand
Students’ Productive Struggles in Mathematics Learning
Using a predetermined framework on students' productive struggles, the purpose of this study is to explore high school students' productive struggles during the simplification of rational algebraicExpand


Teachers' Use of Questions in Eighth-Grade Mathematics Classrooms in Germany, Japan, and the United States.
Teachers in Germany, Japan, and the United States pose many questions to their students, and we assumed that the kinds of questions teachers asked influenced students' opportunities to think andExpand
The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom
Comparing math teaching practices in Japan and Germany with those in the United States, two leading researchers offer a surprising new view of teaching and a bold action plan for improving educationExpand
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study
This study investigated teachers’ use of knowledge from research on children’s mathematical thinking and how their students’ achievement is influenced as a result. Twenty first grade teachers,Expand
Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic
To investigate relationships between teaching and learning mathematics, the six second-grade classrooms in one school were observed regularly during the 12 weeks of instruction on place value andExpand
The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms.
The study investigated the effectiveness of an experimental mathematics teaching program. The treatment program was primarily based upon a large, naturalistic study of relatively effectiveExpand
Using Instructional Logs to Study Mathematics Curriculum and Teaching in the Early Grades
In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high‐poverty elementary schools working with 3 of the most widely disseminated comprehensiveExpand
A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching
Intensive case study is an expensive tool for measuring teachers' instructional practice. Previous research suggests that teacher self-report surveys provide a low-cost and relatively accurateExpand
The Research Basis for Performance-Based Teacher Education
In recent years research and development in teaching have been strongly influenced by the idea of “ performance based teacher education," that is, the identification of operationallydefined teacherExpand
Impediments to the Study of Teacher Effectiveness
Advocates of performanceor competency-based teacher education, state-mandated evaluation programs such as the Stull Bill in California, and teacher accountability systems all suffer to some degreeExpand
Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science
A number of challenges are encountered when evaluating a large-scale, multisite educational reform aimed at changing classroom practice. The challenges include substantial variability inExpand