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Effective Mathematics Teaching: Conceptualization, Research, and Reflections

In: Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität

Author

Listed:
  • Jinfa Cai

    (University of Delaware)

  • Ngai-Ying Wong

    (The Chinese University of Hong Kong)

Abstract

Zusammenfassung For a long time, researchers explored effective teaching using a product-process research paradigm. However, in recent years, researchers have used alternative research paradigms to explore effective teaching (e.g., Cai, Kaiser, Perry, & Wong, 2009). The two authors of this chapter have been involved in this line of research for the past 10 years. The most recent investigation of the first author focused on the conceptualization of effective teaching and teachers’ conceptions of effective teaching. The second author focused on both students’ and teachers’ views of effective teaching. In this special occasion to celebrate Professor Kaiser’s 60th birthday, we would offer not only a summary of these investigations but also a dialogue between us. By looking back at these studies and reflecting on their findings, we want to project a new outlook on such a fruitful field of educational research.

Suggested Citation

  • Jinfa Cai & Ngai-Ying Wong, 2012. "Effective Mathematics Teaching: Conceptualization, Research, and Reflections," Springer Books, in: Werner Blum & Rita Borromeo Ferri & Katja Maaß (ed.), Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität, edition 127, pages 294-303, Springer.
    • Handle: RePEc:spr:sprchp:978-3-8348-2389-2_30
    DOI: 10.1007/978-3-8348-2389-2_30
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