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The goals of this study were two fold. It was a special focus project of CRPP and complimented in some ways the research of Panels 3 and 4 of the core research programme (2004 – 2007). It was also a part of an international comparative study, the Learner's Perspective Study (LPS), led by David Clarke from the University of Melbourne. The study examined the practices of three secondary two (grade eight) competent mathematics teachers and their classrooms in an integrated and comprehensive manner. This qualitative study adopted the research methodology of the LPS. A significant feature of the methodology was the use of three cameras to capture the data during sequences of 10 lessons for each teacher. The data collected for the study is indeed very substantial. Analysis of the instructional approaches of the teachers, the role of textbook in their classrooms, nature and role of homework, the source and cognitive demands of mathematical tasks the teachers used, the type of teacher questions that were asked during the instruction, what teacher's attached importance to in their lessons, what students valued in their mathematics lessons and student's perspectives of good mathematics lessons have been carried out and the respective findings reported in several publications as well as this report.
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CRP 3/04 BK
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