| The purpose of this study was to better know mathematics teachers'class teaching, explore the teaching styles of both expert and novice maths teachers and here by enhance the professional development of maths teachers. This research is based on the study of 3 experts and 3 novices through their 36 cases of classes in all. Companions are made in this thesis between them by such qualitative studying methods as non-participatory classroom observation, interviews and case study and from 4 dimensions, I,e, calssrooom introduction, concept teaching, classroom problem and classroom interactivity.The study shows that expert maths teachers tend to lead in with situational, new knowledge while novices with non-situational,learned knowledge.Novices teach the concepts by combining both statement and exploration while experts mainly by exploration.Novices adopt a large problems, mostly routined, closed problems while experts use a less wide range of problems, mostly carefully selected closed problems. Novices rely mainly on whole-class interactivity with individual questions as a plus while experts combine a large range of interacticities such as asking questions, discussion, movement operation, smll-group working and so on. |
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