Thirteen Elements of Effective Mathematics Instruction

By Nancy Drickey.

Published by The International Journal of Science, Mathematics and Technology Learning

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Article: Print $US10.00
Article: Electronic $US5.00

Thirteen elements of effective mathematics instruction were developed during a multi-year research project involving middle school mathematics classroom observations and teacher interviews in the U.S., Japan, China, Malaysia, and Singapore. The thirteen elements were derived from about thirty key indicators of lesson design, implementation, mathematics content, and classroom culture found in the Horizon Research “Inside the Classroom Observation and Analytic Protocol”. As an evaluator, the Horizon Research protocol was used to score key indicators, determine synthesis ratings, give supporting evidence for synthesis ratings, and ultimately decide on an overall capsule rating of the quality of a lesson. To simplify this task, the key indicators were condensed down to thirteen specific elements that should be present in every effective math lesson. This paper describes each of the thirteen elements and how they were developed and used.

Keywords: Mathematics Education, Teaching Pedagogy, Classroom Observation

The International Journal of Science, Mathematics and Technology Learning, Volume 19, Issue 2, pp.121-128. Article: Print (Spiral Bound). Article: Electronic (PDF File; 307.808KB).

Dr. Nancy Drickey

Associate Dean and Associate Professor, Academic Affairs and Education Department, Linfield College, McMinnville, OR, USA

Dr. Nancy Drickey teaches math methods courses at Linfield College and also serves as the Associate Dean of Academic Affairs for Budgeting and Planning. She enjoys teaching January term courses off-campus, such as in Hawaii and Puerto Rico. Her research interests are in international mathematics education. She is in the middle of a 5–year research project studying math instruction in Japan, China, India, Malaysia, and Singapore, with hopes of going to Finland in 2013.