Help them understand: the importance of instructional clarity in teaching and learning
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): F.Arends
KEYWORDS: ACADEMIC ACHIEVEMENT, COMPREHENSION, LEARNING, TEACHING, TIMSS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/clarity-in-teaching-and-learning
Print: HSRC Library: shelf number 12050
HANDLE: 20.500.11910/16078
URI: http://hdl.handle.net/20.500.11910/16078
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): F.Arends
KEYWORDS: ACADEMIC ACHIEVEMENT, COMPREHENSION, LEARNING, TEACHING, TIMSS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/clarity-in-teaching-and-learning
Print: HSRC Library: shelf number 12050
HANDLE: 20.500.11910/16078
URI: http://hdl.handle.net/20.500.11910/16078
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Classroom instruction and engagement are at the core of learning, and day-to-day classroom educational activities are likely to have a direct impact on mathematics learning. An important aspect of instructional clarity is the identification of clear teaching behaviour. The educator needs to employ instructional techniques and explanations to ensure learners' comprehension of challenging topics.-
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