Beginning high school teachers’ organization of students for learning and methods for teaching mathematics

Abstract

We observed eight beginning secondary mathematics teachers’ classrooms to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn, coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.