The best evidence syntheses (BESs) bring together research evidence about ‘what works’ for diverse (all) learners in education. Recent BESs each include a number of cases that describe actual examples of professional practice and then analyse the findings. These cases support educators to grasp the big ideas behind effective practice at the same time as they provide vivid insight into their application.
Using fractions as a context, these two cases highlight the importance of teachers being able to create conceptually correct representations of mathematical ideas. Without the knowledge to do this, attempts to connect mathematics with students’ lives are always going to fall short.
The examples in these cases provide a springboard for teachers to discuss their own mathematical understandings with colleagues or in a professional learning community. This process could highlight areas that need addressing.