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Explicit teaching for mathematics and gender

posted on 26.02.2017, 23:32 by Dooley, Paul Michael
This research study explored the perceived advantages and disadvantages of the Fleming Effective Teaching Model (explicit teaching model) in a Year 4 co-educational classroom from the perspective of the students and teachers involved. A mixed-method approach has been used to collect information, including qualitative and quantitative data. Specifically, it focussed on the confidence and engagement of students from a Year 4 Mathematics classroom and the use of explicit instruction to facilitate the learning of Mathematics.


Campus location


Principal supervisor

Helen Forgasz

Additional supervisor 1

Hazel Tan

Year of Award


Department, School or Centre



Faculty of Education