MATH
Building mathematics skills
control over the direction of the lesson. Conclusion and does). All four of our reviews have
One example of this concerns how teachers In order to become capable and strategic also pointed to the need for high quality
can create a learning environment in which learners in mathematics, students need to professional learning activities to enable
teacher–student and student–student have confi dence in their own ability and teachers of mathematics to make use of
dialogue is used to convey that students’ self-identity as learners of mathematics. evidence-based strategies.
views are taken seriously, and are allowed Strategies that promote inclusiveness,
to infl uence which approaches to problem- deep thinking, and ownership, can have About the author
solving are explored and the interpretation a powerful effect on building students’ Chris Kyriacou is Reader in Educational
of mathematical understandings that result. mathematics skills. This can be contrasted Psychology at the University of York
An effective strategy here is to go beyond with those strategies which can be Department of Educational Studies, and co-
the use of a teacher–student dialogue characterized as viewing learning in director of the UK DCSF-funded Mathematics
comprising a simple sequence of initiation– mathematics as elitist (only for clever Education Review Group. He is also the
response–feedback (i.e. the teacher asks a students), superfi cial (the application of author of two very popular textbooks on
question, the student gives an answer, the well rehearsed procedures), and teacher- teaching: Effective Teaching in Schools and
teacher comments on the answer) to enrich centered (follow what the teacher says Essential Teaching Skills.
the dialogue by asking more challenging
questions, asking students to explain their
answers, and involving other students in
Further reading
a more extended sequence. The term co-
Goulding M and Kyriacou C (2008), A Social Science Research Unit, Institute of
construction has become more frequently
Systematic Review of the Use of ICTs in Education.
used to describe how teachers can adopt a
Developing Pupils’ Understanding of
more equal role with students in how they Kyriacou C and Goulding M (2006) A
Algebraic Ideas. In: Research Evidence in
generate and consider different approaches Systematic Review of Strategies to Raise
Education Library. London: EPPI-Centre,
to solving mathematical problems and Pupils’ Motivational Effort in Key Stage
Social Science Research Unit, Institute of
evaluate these together. 4 Mathematics. In: Research Evidence in
Education.
Education Library. London: EPPI-Centre, Social
What we know Kyriacou C (2008) Inclusive Teaching in Science Research Unit, Institute of Education.
●
Students need confi dence in their
Mathematics. Mathematics in School, 37(5),
Kyriacou C and Issitt J (2008) What
ability and self-identity as learners
17–19.
Characterises Effective Teacher-initiated
of math.
Kyriacou C and Goulding M (2004) A Teacher-pupil Dialogue to Promote
●
Strategies that promote inclusiveness,
Systematic Review of the Impact of the Conceptual Understanding in Mathematics
deep thinking, and ownership have a
Daily Mathematics Lesson in Enhancing Lessons in England in Key Stages 2 and
powerful effect.
Pupil Confi dence and Competence in Early 3? In: Research Evidence in Education
●
High-quality professional learning
Mathematics. In: Research Evidence in Library. London: EPPI-Centre, Social Science
activities are needed to support teachers.
Education Library. London: EPPI-Centre, Research Unit, Institute of Education.
fall 2009 Better: Evidence-based Education 9
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