Authors: Anne Watson Els De Geest
Publish Date: 2011/03/16
Volume: 10, Issue: 1, Pages: 213-235
Abstract
We report on the work of 3 schools which set out to make a difference for their previously lowattaining students Through naturalistic enquiry over 3 years we built a picture of their practices Against a national trend students reported positive attitudes to mathematics and in 2 out of 3 schools showed improvement in attainment so we probe more deeply into the teaching The lessons broadly conformed to an approach combining inclusive participation with complex and coherent development of mathematical ideas To understand how the teachers orchestrated this we developed lesson analysis techniques that focus on how thinking repertoire and understanding are scaffolded by teachers through sequences of microtasks
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