id: 06023831
dt: j
an: 2012c.00341
au: Pepper, Mark
ti: Some positive aspects of a three-part lesson.
so: Math. Teach. (Derby), No. 221, 26-27 (2011).
py: 2011
pu: Association of Teachers of Mathematics (ATM), Derby
la: EN
cc: D42 F32
ut: lesson plans; lesson planning; mental computation; educational strategies;
numeracy
ci:
li: http://www.atm.org.uk/journal/archive/mt221.html
ab: 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)
rv: