id: 06455340
dt: j
an: 2015e.00269
au: Peterson, Blake E.; Corey, Douglas L.; Lewis, Benjamin M.; Bukarau, Jared
ti: Intellectual engagement and other principles of mathematics instruction.
so: Math. Teach. (Reston) 106, No. 6, 446-450 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D30 D40
ut: best practices; teacher attitudes; student teachers; teaching methods;
    instructional effectiveness; learner engagement; student motivation;
    goal orientation; educational objectives; knowledge level; high-quality
    instruction; cultural differences
ci: 
li: http://www.nctm.org/publications/article.aspx?id=35297
ab: Summary: In this article, mathematics teachers in the United States were
    asked what constitutes a high-quality mathematics lesson. The returned
    responses varied greatly. This same question was asked of Japanese
    teachers also. For a clearer picture both American and Japanese
    teachers were directed to comment on videotaped mathematics lessons
    taught in both countries. The results suggested that American teachers
    view many strategies as acceptable; as a group, they did not have a
    clear picture of what best practice looks like. In contrast, Japanese
    teachers seem generally to agree on characteristics of high-quality
    instruction. Japanese students’ high scores on international
    comparisons and their teachers’ highly rated lessons led to an
    investigation of how Japanese colleagues perceive high-quality
    instruction. Conversations were analyzed between three cooperating
    teachers and three student teachers in a Japanese junior high school
    during a four-week student teaching experience. The main sources of
    data for this study were the recorded prelesson conversations between
    the student teacher and the cooperating teacher, along with the
    postlesson reflection meetings. The authors organized and summarized
    the results of the analysis of their data as “six principles” of
    Japanese teachers’ conception of high-quality mathematics
    instruction. These six principles can be implemented in a variety of
    effective instructional strategies and methods. These principles seem
    to provide a solid basis for high-quality instruction, although clearly
    they do not capture everything that is important in a lesson. The
    authors suggest some ways in which knowledge of these principles could
    assist teachers in improving the quality of their lessons. (ERIC)
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