Abstract
In this chapter, we draw on reports of Australasian research over the previous 4 years (2020–2023) to examine evidence pointing to productive pedagogical practices and their impacts on mathematics teaching and learning. The framework of productive pedagogies (Lingard et al., 2001), which has been theoretically and statistically validated, is adapted to structure a coherent review of more than 78 studies across four key dimensions: (i) practices for enhancing intellectual quality, (ii) supportive classroom environments, (iii) connectedness, and (iv) recognition of difference as a strength. Subsequently, studies that examine novel approaches to develop productive pedagogical practices among preservice and practising teachers are also appraised. This review demonstrates the strong and diverse body of research that seeks to understand the nuances of effective teacher practice.
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Miller, J., Choy, B.H., Leach, G., Sawatzki, C., Hunter, J. (2024). Productive Pedagogical Practices: Impact on Mathematics Teaching and Learning. In: Mesiti, C., et al. Research in Mathematics Education in Australasia 2020–2023. Springer, Singapore. https://doi.org/10.1007/978-981-97-1964-8_6
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