An examination of an effective mathematics classroom – searching for the secret ingredients

Abstract

This research set out to establish the key features of a mathematics teaching practice, which was deemed highly effective. This was demonstrated by a class of children who were eager to learn and confident in the subject, whilst at the same time making rapid progress. In order to examine this successful classroom, a set of unstructured observations; unstructured conversations with the children and a semi-structured conversation with the class teacher were all undertaken over a two week period. The results highlighted six common themes that seemed to occur across all three data collection methods. Such features included: significant opportunities for problem solving; exposure to multiple representations; the facilitation of talk; the teacher’s enthusiasm for mathematics; the teacher’s in depth subject knowledge and a teacher’s drive to ensure children felt they could ‘do maths’.