Module 1 - Collaborative Practice for Enhancing Mathematics Teaching

  • to critically examine models of collaborative practice designed to enhance the teaching of mathematics
  • to develop knowledge and understanding of, and to examine, the nature of different types of collaborative practice, including international evidence from USA, Japan and Hungary
  • to identify and critically examine through collaborative practice a specific teaching and learning issue that relates to the effective teaching of mathematics
  • to identify ways of improving professional and educational practice in the teaching of mathematics through collaborative practice and networking, with particular reference to the use of whole class interactive teaching
  • to demonstrate enquiry, insight and analytical capability with regard to their own professional practice and those of colleagues in the pursuit of more effective teaching and learning of mathematics.
  • international evidence for the use of a collaborative practice model for enhancing mathematics teaching
  • effective methods of implementation in UK schools (primary, secondary or colleges)
  • coping with the outcomes of the use of collaborative practice and networking with teachers of mathematics
  • networking in local schools
  • reviewing and evaluating progress towards more effective teaching of mathematics.

    An overview of the content and structure of the sessions for Module 1 can be found here.
    A review and preliminary evaluation of the implementation of collaborative practice within Pathfinder schools can be found here.
    A brief overview of some of the benefits that can be gained by implementing collaborative practice is available here.
    Two reports on the use of collaborative practice in initial teacher training are available here and here
    The lesson lab website, funded by Pearson is at
    A web site full of information and help for implementing collaborative practice/lesson study is at
    The EPPI-Centre web site has reports and summaries available at
    Details about the method of assessment for Module 1 can be found here.

    Reading List:
    Lewis, C.(1995) Educating Hearts and Minds: Reflections on Japanese Preschool and Elementary Education (New York: Cambridge University Press).
    Lewis, C. and Tsuchida, I.(1998) "A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education." American Educator, Winter, 14-17 and 50-52.
    Stigler, J. and Hiebert, J. (1997) "Understanding and Improving Mathematics Instruction: An overview of the TIMMS Video Study." Phi Delta Kappan, 79:1, 14-21.
    Stigler, J. and Hiebert, J. (1999) The Teaching Gap. New York: Free Press
    Cordingley, P., Bell, M., Evans, D. and Rundell, B. (2003) How Does Collaborative Continuing Professional Development for Teachers of the 15-16 Age Range Affect Teaching and Learning?, EPPI Review Research Report, June.
    Fullan, M. (2004) Systems Thinkers in Action: moving beyond the standards plateau, DfES, London.
    Fullan, M. (2005) Change Forces with a Vengeance, Routledge-Falmer, London and New York.
    Joyce. B. and Weil, M. (1972) Models of Teaching, Englewood Cliffs: Prentice Hall.