What Research Evidence Tells Us About Effective Mathematics Teaching for Children aged 6–13

Abstract

In examining research on effective teaching it becomes clear that the ideal empirical study should combine iteratively both quantitative and qualitative methods. Small-scale mainly qualitative studies lead to insights which can be tested on a wider scale; patterns in large-scale quantitative data suggest associations which can be explored and better understood by case-studies, and so on. Quantitative studies offer the evidence for evidence-based practice that politicians are now seeking; qualitative analysis can provide the understanding of the processes involved.