Dr David Blazar
Building on discussions around effective practice in teaching primary level mathematics, this academic paper finds that inquiry-oriented instruction is often positively related to pupil outcomes, supporting decades’ worth of reforms that aimed to refocus maths instruction toward inquiry and concept-based teaching.
However, two other dimensions of instruction, classroom emotional support and classroom organisation, were not found to bring positive outcome for pupils.
Blazar suggests that these findings could inform initiatives around the recruitment and development of maths teachers. He notes that new experimental studies have highlighted the positive effects of more intensive coaching programs, such as those that utilise observation instruments to improve teacher behaviour and, in some cases, pupil outcomes.
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