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Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS pp 47–61Cite as

“Usually We Are Not Where the Teacher Is”

Individualized Teaching Methods in Mathematics Classrooms

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Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 12))

Abstract

A robust finding in educational research is that student learning is positively affected by teacher support and that teacher support is particularly critical for students’ engagement in their own learning (OECD 2005; Hattie 2009; Baumert et al. 2010; Bryk et al. 2010), a vital factor for achieving good learning results (Kumar 1991; Boyd et al. 2009; Hill and Grossman 2013). Meichenbaum and Biemiller (1998) argue that teachers, in order to optimize their support of student learning, must take into consideration and be sensitive to the different stages in the learning process, and plan and balance the classroom activities accordingly.

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Notes

  1. 1.

    Unpublished information from the Norwegian PISA 2012 data file.

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Author information

Authors and Affiliations

  1. University of Oslo, Oslo, Norway

    Ole K. Bergem

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  1. Ole K. Bergem
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Correspondence to Ole K. Bergem .

Editor information

Editors and Affiliations

  1. Oslo, Norway

    Kirsti Klette

  2. University of Oslo, Oslo, Norway

    Ole K. Bergem

  3. University of Oslo, Oslo, Norway

    Astrid Roe

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Bergem, O.K. (2016). “Usually We Are Not Where the Teacher Is”. In: Klette, K., Bergem, O., Roe, A. (eds) Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Professional Learning and Development in Schools and Higher Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-17302-3_4

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  • DOI: https://doi.org/10.1007/978-3-319-17302-3_4

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-17301-6

  • Online ISBN: 978-3-319-17302-3

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