Base Practice on Educational Research

Incorporating research results and findings is a way to profit from the work of others and to keep the quality of teaching fresh and challenging—for the teacher as well as the students. Knowing the latest research helps a teacher to avoid poor practices and to plan lessons and activities utilizing best practices. Research indicates that students—particularly females and minorities—benefit from cooperative learning.4 Furthermore, calling on boys more than girls, or asking more challenging questions of white students than non-whites, sends the message that the teacher does not expect a certain group to do well in mathematics.5

For more information about integrating research, see Cognitive and Developmental Issues. For details about effective teaching with multicultural perspectives and minority students, see Multicultural learning environments.

The use of calculators and computer software

Findings show that when students are allowed to use calculators for routine calculations in problem solving, they are better able to focus on problem-solving processes and strategies and are less likely to be distracted by or anxious about the computations.6

Computer programs that allow students to investigate concepts (such as simulations and dynamic geometry software) improve students' conceptual understanding and mathematical reasoning. While these findings may go against some long-held beliefs, they can help a teacher to make informed decisions in appropriate uses—and pitfalls—of using technology to teach mathematics.

These topics are discussed in more detail in Using Technology as a Tool.

American Association of University Women, How Schools Shortchange Girls. (Washington, D.C.: American Association of University Women Education Foundation, 1992), pp. 32, 72; Lucille Croom, "Mathematics for All Students, Access, Excellence, and Equity," in Multicultural and Gender Equity in the Mathematics Classroom: The Gift of Diversity, ed. Janet Trentacosta (Reston, VA: National Council of Teachers of Mathematics, 1997), p. 7.
David Sadker, "Gender Equity: Still Knocking at the Classroom Door," Educational Leadership 56, no. 7 (1999), p. 24.
Sutton and Krueger, EDThoughts, p. 64.