@article {MATHEDUC.06023831,
author = {Pepper, Mark},
title = {Some positive aspects of a three-part lesson.},
year = {2011},
journal = {Mathematics Teaching},
number = {221},
issn = {0025-5785},
pages = {26-27},
publisher = {Association of Teachers of Mathematics (ATM), Derby},
abstract = {Summary: This author agrees with the sentiments of John Hibbs' article ``Was there ever any point to the three-part lesson?'' (MT219). In particular the author fully supports a flexible approach to the structure of lessons. There are two interesting questions that arise from Hibbs' article: (1) Are there reasons for the large-scale adherence of teachers to the three-part lesson?; and (2) Are there advantages that have resulted from the introduction of the three-part lesson? In this article, the author makes the case that the three-part lesson has some good points, particularly in regard to mental maths, which have become a major component of math lessons in the primary classroom. (ERIC)},
msc2010 = {D42xx (F32xx)},
identifier = {2012c.00341},
}