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A case study of effective practice in mathematics teaching and learning informed by Valsiner’s zone theory

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Abstract

The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated ‘best practice’ in mathematics teaching and learning across all Australian states and territories. A case study from one Australian state was developed from data collected via classroom observations and semi-structured interviews with school leaders and teachers and analysed using Valsiner’s zone theory. A finding of the study is that ‘successful’ practice is strongly tied to school context and the cultural practices that have been developed by school leaders and teachers to optimise student learning opportunities. We illustrate such an alignment of school culture and practice through a vignette based on a case of one ‘successful’ school.

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Authors and Affiliations

  1. Learning Sciences Institute Australia, Australian Catholic University, Level 4, 229 Elizabeth Street, Brisbane CBD, QLD, 4000, Australia

    Vince Geiger

  2. Faculty of Education and Social Work, University of Sydney, Room 815, Education Building A35, Sydney, NSW, 2006, Australia

    Judy Anderson

  3. School of Education, University of Notre Dame, 1225, Mouat, Notre Dame, WA, 6959, Australia

    Derek Hurrell

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  1. Vince Geiger
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  2. Judy Anderson
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  3. Derek Hurrell
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Correspondence to Vince Geiger.

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Geiger, V., Anderson, J. & Hurrell, D. A case study of effective practice in mathematics teaching and learning informed by Valsiner’s zone theory. Math Ed Res J 29, 143–161 (2017). https://doi.org/10.1007/s13394-017-0191-9

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  • DOI: https://doi.org/10.1007/s13394-017-0191-9

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