about the student perspective on good lessons.

Findings: close-up lens

Analysis of the interview transcripts revealed

that students deemed a mathematics lesson as a

good one when some of the following

characteristics were present.

that students deemed a mathematics lesson as a

good one when some of the following

characteristics were present.

Teacher

(1) explained clearly the concepts and steps

of the procedure

of the procedure

(2) made complex knowledge easily assimilated

through demonstrations, the use of

manipulatives, and real life examples.

through demonstrations, the use of

manipulatives, and real life examples.

(3) reviewed past knowledge

(4) introduced new knowledge

(5) used student work/group presentations

to give feedback to individuals or

the whole class

to give feedback to individuals or

the whole class

(6) gave clear instructions related to

mathematical activities for in class

and after class work.

mathematical activities for in class

and after class work.

(7) provided interesting activities for

students to work on individually

or in small groups

students to work on individually

or in small groups

(8)

preparations towards examinations

**provided sufficient practice**tasks forpreparations towards examinations

-----------------------

In a lesson there may be more than one instructional objective but the structural patterns of the lesson

are done in sequence.

[[at minute 29 of video]] Instructional approaches may involve

D - Whole class demonstration (aimed to develop

students' understanding of mathematical skills

and concepts)

S - Seatwork

R - whole class review of student work

M - Miscellaneous - managerial and administrative

Q - Group Quiz

T - Test

[D] [S] [R] were present in all 3 classrooms observed

----------------------------

Singapore bases their program on a combination of Traditional

Instruction with Direct Instruction and then builds from this

to Teaching for Understanding.

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