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Teaching patterns and learning quality in Swiss and German mathematics lessons


Hugener, I; Pauli, C; Reusser, K; Lipowsky, F; Rakoczy, K; Klieme, E (2009). Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction, 19(1):66-78.

Abstract

Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem, three teaching patterns were identified: lecturing, developing based on a problem, and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement, whereas effects were discovered on students’ perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported students’ selfperceived understanding.

Abstract

Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem, three teaching patterns were identified: lecturing, developing based on a problem, and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement, whereas effects were discovered on students’ perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported students’ selfperceived understanding.

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35 citations in Scopus®
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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Uncontrolled Keywords:Teaching patterns; Mathematics instruction; Video analysis; Students’ perceptions; Mathematical achievement
Language:English
Date:2009
Deposited On:26 Mar 2009 09:02
Last Modified:21 Nov 2017 14:00
Publisher:Elsevier
ISSN:0959-4752
Publisher DOI:https://doi.org/10.1016/j.learninstruc.2008.02.001

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