Teaching patterns and learning quality in Swiss and German mathematics lessons Isabelle Hugener a, * , Christine Pauli a , Kurt Reusser a , Frank Lipowsky b , Katrin Rakoczy c , Eckhard Klieme c a Institute of Education, University of Zurich, Freiestrasse 36, CH-8032 Zurich, Switzerland b University of Kassel, Nora-Platiel-Strasse 1, D-34109 Kassel, Germany c German Institute for International Educational Research (DIPF), Schloßstrasse 29, D-60486 Frankfurt/Main, Germany Received 5 October 2007; revised 29 December 2007; accepted 3 February 2008 Abstract Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem, three teaching patterns were identified: lecturing, developing based on a problem, and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement, whereas effects were discovered on students’ perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported students’ self- perceived understanding. Ó 2008 Elsevier Ltd. All rights reserved. Keywords: Teaching patterns; Mathematics instruction; Video analysis; Students’ perceptions; Mathematical achievement 1. Introduction 1.1. Mathematics instruction From a constructivist point of view, learning is interpreted as an active, constructive, self-regulated, cumulative, goal-oriented, collaborative and individual process of knowledge-building and construction of meaning based on prior knowledge and placed in a specific context. Deep understanding is seen in this regard as the goal of all learning processes (Aebli, 1983; Hiebert et al., 1996). Deep understanding is assumed to be fostered by problem-solving. Instruction that is oriented toward problem-solving starts with a problem, which is linked to prior knowledge, and in this way knowledge structures are built up and made flexible (Aebli, 1983). While Aebli (1983) assumed that the new knowledge structures are built up efficiently in common teacher-led problem-solving, mathematics education * Corresponding author. Tel.: þ41 44 634 27 18; fax: þ41 44 634 49 22. E-mail addresses: hugener@paed.uzh.ch (I. Hugener), cpauli@paed.uzh.ch (C. Pauli), reusser@paed.uzh.ch (K. Reusser), lipowsky@ uni-kassel.de (F. Lipowsky), rakoczy@dipf.de (K. Rakoczy), klieme@dipf.de (E. Klieme). 0959-4752/$ - see front matter Ó 2008 Elsevier Ltd. All rights reserved. doi:10.1016/j.learninstruc.2008.02.001 Learning and Instruction 19 (2009) 66e78 www.elsevier.com/locate/learninstruc