A Comparative Study On Expert And Novice Mathematics Teachers' Teaching In High School

The purpose of this study was to know mathematics teachers'teaching and explore the inherent laws of expert mathematics teachers'teaching, make it to be excellent resources of teachers' training. Expert and novice mathematics teachers'teaching were compared in high schools. This study analysised how expert and novice teachers organized teaching, taught the concepts, done with the seatwork, used the material, and varyed their way of instruction.In the second chapter, the relevant theoretical framework and literatures were reviewed. In this way, we knew the situation of researches about expert and novice teachers'teaching. Moreover, the methodology of the research was decided.This study was a case study. An expert mathematics teacher and a novice mathematics teacher were chosen to be the subjects of the research. Both the qualitative and quanlitative research design were adopted. Data was collected from multiple sources: classroom observations, interviews, videotape and questionire. Data was analysised through three steps. The first step was conducted during the collection. The videotapes were arranged in the second step. In the end, we answered the questions of the research on the base of the proceeding datas.Results indicated that the novice teacher managed the class in an authority way. Well the expert teacher organized the class in an instruction way. The novice teacher introduced the lessons through the learned knowledge without situation. However, the expert teacher set situations to help the students learn the new knowledge.When taught the concepts, the novice teacher paid attention to the practice, but the expert teacher taught the students to understand the nature of the concepts.There were a lot of seatworks in the novice teacher's teaching. The exercises were classified, and the methods of resolving were concluded by the novice teacher too. The expert teacher chose several seatworks to help the students comprehend the concepts.Routine teaching materials were chose to help the novice teacher's seatwork teaching. Different kinds of teaching materials were chose to help the expert teacher's concept teaching.Students were asked individually or together to keep focal attention in the novice teacher's classroom. The expert teacher changed her tune, countenances, body movements and teaching media.In one word, the expert teacher's teaching was more accordance with the new curriculum than the novice teacher. This is, in part related to teachers'beliefs, pedagogy knowledge and the culture of the schools.In the end of the paper, four suggestions were given to help mathematics teachers'professional development.