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Wilson Linda, Andrew Carolyn & Sourikova Svetlana (2001). « Shape and Structure in Primary Mathematics Lessons : A comparative study in the North-east of England and St Petersburg, Russia - some implications for the daily mathematics lesson ». British Educational Research Journal, vol. 27, n° 1, p. 29–58. ISSN 0141-1926. En ligne : <http://www.informaworld.com/10.1080/01411920125004>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:48 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/01411920125004
ID no. (ISBN etc.): 0141-1926
BibTeX citation key: Wilson2001
Categories: General
Keywords: éducation comparée, éducation prioritaire, mathématiques, pratique pédagogique
Creators: Andrew, Sourikova, Wilson
Collection: British Educational Research Journal
Views: 822/1683
Views index: 22%
Popularity index: 5.5%
URLs     http://www.informa ... 080/01411920125004
Abstract     
Pupils' poor achievement in number in England has been indicated by research involving international comparisons. Such findings have contributed to an increased interest in mathematics teaching in other countries. This article presents the initial results of a comparative study of mathematics lessons in Sunderland and St Petersburg. The research focuses upon an analysis of the shape and structure of mathematics lessons in the two countries and identifies common features and characteristic routines. These suggest a contrast between the public interaction typical of Russian lessons and the private nature of much interaction in the middle phase of English lessons. Whereas Russian lessons are composed of a greater number of shorter sections, English lessons have a characteristic long section during which pupils work independently and have a greater responsibility for controlling the pace of the learning. It is suggested that a comparative analysis of the two models can usefully stimulate thinking about forms of social constructivism in practice.
Added by: Marie Gaussel  
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