Abstract
In examining research on effective teaching it becomes clear that the ideal empirical study should combine iteratively both quantitative and qualitative methods. Small-scale mainly qualitative studies lead to insights which can be tested on a wider scale; patterns in large-scale quantitative data suggest associations which can be explored and better understood by case-studies, and so on. Quantitative studies offer the evidence for evidence-based practice that politicians are now seeking; qualitative analysis can provide the understanding of the processes involved.
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© 2004 Kluwer Academic Publishers
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Brown, M. (2004). What Research Evidence Tells Us About Effective Mathematics Teaching for Children aged 6–13. In: Fujita, H., Hashimoto, Y., Hodgson, B.R., Lee, P.Y., Lerman, S., Sawada, T. (eds) Proceedings of the Ninth International Congress on Mathematical Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-9046-9_11
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DOI: https://doi.org/10.1007/978-94-010-9046-9_11
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