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- W2021714136 abstract "There is always a lot of discussion about effective pedagogical practices in mathematics. While we might vary in our views about the detail, those of us based in western countries are generally agreed on approaches that emphasize student centeredness and inclusiveness. For example, we understand that effective teachers work hard at developing trusting classroom communities. We believe that, in turn, the relationships developed within that community become a resource for developing students’ mathematical competencies and identities. Effective teachers have high yet realistic expectations about what their students can achieve. They ensure that the lesson content has a strong mathematical focus and contains opportunities for students to think, reason, communicate, reflect upon and critique mathematics. However, how relevant for other settings are our western understandings of effective mathematics pedagogy? We sometimes assume that pedagogical practices that have shown to be effective in one setting will be effective for every school system, every community and every student cohort. That assumption appears to underwrite the exportation of tests and textbooks that find their way into developing countries. In essence, the practice represents a one-way transfer of expertise and materials through which the game of western ‘catch-up’ is played. Some researchers have been drawing attention to this point. They argue that pedagogical decisions in non-western settings should be grounded in local knowledge, language, culture, family systems and values and beliefs. Engagement with all these realities would unravel modes of thinking and acting within the local social order that have important implications for teaching practices. The three papers in this issue each report on research undertaken within different international settings. They explore prospective teacher learning and self-perceptions from locations based in Ethiopia, Samoa and South Africa. The researchers do not dismiss the developments on pedagogy identified in the literature, but they filter those developments" @default.
- W2021714136 created "2016-06-24" @default.
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- W2021714136 date "2014-06-12" @default.
- W2021714136 modified "2023-09-23" @default.
- W2021714136 title "Effective pedagogy as a local experience" @default.
- W2021714136 doi "https://doi.org/10.1007/s10857-014-9283-6" @default.
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