4.15 EFFECTIVE MATHEMATICS TEACHING
The concept of an effective mathematics teacher is a problematic one. Nevertheless, research identifies critical areas of concern ranging from skill acquisition to teaching style:
- sound subject knowledge
- planning, preparation and management process skills
- provision for a variety of teaching methods ranging from exposition to practical, project and investigational work
- emphasis on problem-solving and the relevance and application value of mathematics
- the ability and willingness to be proactive, to selfevaluate and to take responsibility for one's own professional development.
One technique being employed by a number of practising teachers of mathematics to analyse their effectiveness is the completion of a teacher's log/diary. This can take place on a daily basis for short period of time. Typically, this activity takes no more than one or two minutes and involves teachers reflecting and writing down brief notes on good and bad lessons, unusual incidents and students' difficulties.
Feedback from teachers using this technique indicates that the most successful mathematics lessons are characterized by:
- careful planning and preparation
- good relationship with students
- positive attitudes of students
- the teacher's own enthusiasm
- variety of teaching aids
- fortunate remarks and interventions by students.
The least successful lessons were characterized by:
- inadequate preparation
- unclear explanations and interventions
- lack of motivational materials
- poor personal relationships with classes.
Other techniques being employed by teachers to look at the effectiveness of their teaching include action research and peer observation on a reciprocal basis.