Students’ Perspectives of Good Mathematics Lessons, Homework and How Their Teachers Facilitate Learning of Mathematics

Abstract

This chapter presents data and findings from the Learner’s Perspective Study (LPS) carried out in Singapore, about students’ perspectives of good mathematics lessons and the role of homework in their learning of mathematics. It also presents data and findings from the Study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools that examines students’ perspectives of how two competent teachers facilitate the learning of mathematics in their classrooms. Both the studies are motivated by a strong belief that the characterization of the practices of mathematics classrooms must attend to learners’ practice with at least the same priority as that accorded to teacher practice. Post-lesson student interview and survey data from LPS and post-lesson interview data from the Study of school mathematics curriculum enacted by competent teachers are used to examine student practice. In the LPS, students deemed mathematics lessons as good when teachers performed specific actions as part of the teachers instruction pattern which is the D (Whole class demonstration)—S (Seatwork/Out of class assignments)—R (Review and feedback) cycle. Students’ perspective of homework illuminated six roles it performed which included improving or enhancing understanding of mathematics concepts, preparing for test or examination and extending mathematical knowledge. In the Study of the enacted school mathematics curriculum, students in both the classes of the teachers affirmed that their teachers’ carefully prepared instructional materials engaged them in learning mathematical concepts and developing the necessary procedural fluency. Though both teachers, A and B, adopted classroom discourse approaches skewed more towards student-centredness, they facilitated their students’ learning differently. Teacher A had a more structured seating for her students, while Teacher B let her students to form their own clusters (friendship oriented) and sit together during the lessons. The activities for the group-based work were also dissimilar for the students in the two classes.