Shape and Structure in Primary Mathematics Lessons: a comparative study inthe North-east of England and St Petersburg, Russia - some implications for the daily mathematics lesson

Pupils' poor achievement in number in England has been indicated by researc h involving international comparisons. Such findings have contributed to an increased interest in mathematics teaching in other countries. This articl e presents the initial results of a comparative study of mathematics lesson s in Sunderland and St Petersburg. The research focuses upon an analysis of the shape and structure of mathematics lessons in the two countries and id entifies common features and characteristic routines. These suggest a contr ast between the public interaction typical of Russian lessons and the priva te nature of much interaction in the middle phase of English lessons. Where as Russian lessons are composed of a greater number of shorter sections, En glish lessons have a characteristic long section during which pupils work i ndependently and have a greater responsibility for controlling the pace of the learning. It is suggested that a comparative analysis of the two models can usefully stimulate thinking about forms of social constructivism in pr actice.