Teaching Problems and the Problems of Teaching
Abstract
In this study, an experienced classroom teacher takes us into her fifth-grade maths class through the course of a year and shows how classroom dynamics - the complex relationship of teacher, student and content - are critical in improving student performance. Magdalene Lampert offers an original model of teaching practice that casts new light on the ways teachers can successfully deal with teaching problems.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Teaching is multidimensional; high-quality teachers are expected to raise test scores and provide emotionally supportive environments, manage classroom behaviors, deliver accurate content, and support critical thinking.
“High-quality teachers are thought and expected not only to raise test scores but also to provide emotionally supportive environments that contribute to students’ social and emotional development, manage classroom behaviors, deliver accurate content, and support critical thinking (Cohen, 2011; Lampert, 2001; Pianta & Hamre, 2009).”
From Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2017) · cites this paper as Lampert, 2001
Cited by
Sorted by citations
Professional Noticing of Children's Mathematical Thinking
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.41.2.0169 · Cited by 1,433 · see citing works
Teacher and Teaching Effects on Students’ Attitudes and Behaviors
Blazar, D., & Kraft, M. A. (2017) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373716670260 · Cited by 591 · see citing works
Walkington, C. A. (2013) · Journal of Educational Psychology · doi:10.1037/a0031882 · Cited by 322 · see citing works
Productive struggle in middle school mathematics classrooms
Warshauer, H. K. (2015) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-014-9286-3 · Cited by 208 · see citing works
Making culturally responsive mathematics teaching explicit: a lesson analysis tool
Aguirre, J. M., & del Rosario Zavala, M. (2013) · Pedagogies: An International Journal · doi:10.1080/1554480x.2013.768518 · Cited by 195 · see citing works
Jacob, R., Hill, H., & Corey, D. (2017) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1273411 · Cited by 154 · see citing works
Tutor CoPilot: A Human-AI Approach for Scaling Real-Time Expertise
Wang, R., Ribeiro, A., Robinson, C., Loeb, S., & Demszky, D. (2024) · doi:10.21203/rs.3.rs-5363154/v1 · Cited by 53 · see citing works
Teaching to support students with diverse academic needs
Blazar, D., & Archer, C. (2020) · Educational Researcher · doi:10.3102/0013189x20931226 · Cited by 23 · see citing works
Wardrip, P. S., & Herman, P. (2018) · Teacher Development · doi:10.1080/13664530.2017.1308428 · Cited by 16 · see citing works
Wellberg, S. (2025) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-024-09640-8 · Cited by 10 · see citing works
Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection
Sapkota, B., & Hayes, A. H. (2024) · School Science and Mathematics · doi:10.1111/ssm.12644 · Cited by 6 · see citing works
Tutor CoPilot: A Human-AI Approach for Scaling Real-Time Expertise
Wang, R. E., Ribeiro, A. T., Robinson, C. D., Loeb, S., & Demszky, D. (2024) · arXiv · doi:10.48550/arxiv.2410.03017 · Cited by 6 · see citing works
“…for example, is inherently complex because it involves a broad spectrum of knowledge, including curriculum content, state standards, assessment criteria, practical experience, and an understanding of individual students (Ball et al., 2008, Borko et al., 1992, Lampert, 2001, Willingham, 2008).”
- Venue
- Choice Reviews Online
- Publisher
- American Library Association
- Published
- 2002-04-01
- Volume
- 39
- Issue
- 08
- Pages
- 39-4714-39-4714
- ISSN
- 0009-4978 (ISSN-L)
- 1523-8253
- OpenAlex
- W1607565982
- Cited by
- 983
- References
- 0
- Citations by year
- 2025: 11 · 2024: 30 · 2023: 43 · 2022: 38 · 2021: 47 · 2020: 37 · 2019: 46 · 2018: 45 · 2017: 46 · 2016: 51 · 2015: 64 · 2014: 51 · 2013: 58 · 2012: 61
- Type
- book review
- Language
- en
- Open access
- closed
- Locations
- Choice Reviews Online (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- educational challenges, classroom dynamics, teacher-student relationship, mathematics education, fifth grade mathematics, student performance, teaching practice, classroom discourse
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
