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Shape and Structure in Primary Mathematics Lessons: A comparative study in the North-east of England and St Petersburg, Russia - some implications for the daily mathematics lesson

Wilson, Linda ; Andrew, Carolyn ; Sourikova, Svetlana

British educational research journal, 2001-01, Vol.27 (1), p.29-58 [Periódico revisado por pares]

Oxford, UK: Blackwell Publishing Ltd

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  • Título:
    Shape and Structure in Primary Mathematics Lessons: A comparative study in the North-east of England and St Petersburg, Russia - some implications for the daily mathematics lesson
  • Autor: Wilson, Linda ; Andrew, Carolyn ; Sourikova, Svetlana
  • Assuntos: Children ; Collaboration ; Comparative Analysis ; Comparative Education ; Comparative studies ; Educational Practices ; Educational Research ; Elementary Education ; Foreign Countries ; Mathematics ; Mathematics curricula ; Mathematics Education ; Numeracy ; Observation ; Observational research ; Primary education ; Student teachers
  • É parte de: British educational research journal, 2001-01, Vol.27 (1), p.29-58
  • Notas: ark:/67375/WNG-W09W3GQK-M
    istex:0079CDF308483C4F9A30F0AE4E142105FD20B467
    ArticleID:BERJ300
    British Educational Research Journal is a refereed journal.
  • Descrição: Pupils' poor achievement in number in England has been indicated by research involving international comparisons. Such findings have contributed to an increased interest in mathematics teaching in other countries. This article presents the initial results of a comparative study of mathematics lessons in Sunderland and St Petersburg. The research focuses upon an analysis of the shape and structure of mathematics lessons in the two countries and identifies common features and characteristic routines. These suggest a contrast between the public interaction typical of Russian lessons and the private nature of much interaction in the middle phase of English lessons. Whereas Russian lessons are composed of a greater number of shorter sections, English lessons have a characteristic long section during which pupils work independently and have a greater responsibility for controlling the pace of the learning. It is suggested that a comparative analysis of the two models can usefully stimulate thinking about forms of social constructivism in practice.
  • Editor: Oxford, UK: Blackwell Publishing Ltd
  • Idioma: Inglês;Russo
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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