The major source of variance in pupils’ achievements – excluding the pupils themselves –
has been identified as the influence of the teacher, who accounts for close to 30% of this
variance (Hattie, 2003). In addition, mathematical education is fundamental within modern
society, providing the language and analytical tools which underpin much of our scientific
and industrial research and development (Smith, 2004). Therefore, for mathematics
teachers in training, it is fundamental to have a thorough understanding of the skills
required to become a successful mathematics teacher.
One such skill is planning, which primarily provides a lesson structure that ensures the
teacher can be confident that pupils are truly learning the intended mathematics (Jones and
Edwards, 2011). A further requirement for effective teaching is the ability to incorporate
assessment into the classroom to remedy any lack of understanding and meet the learners’
needs (Lee, 2011). Through observing and assisting predominantly Key Stage 3 (KS3)
mathematics lessons during my school placement, I was able to appreciate first-hand the
vital role that planning and assessment play within mathematics teaching. I observed various
teaching techniques in the mathematics department and this, combined with resource
support, meant that my placement culminated in two consecutive, independently run
lessons.