Abstract
Past research has often highlighted problems of science and mathematics education. As a consequence, case studies of exemplary teachers were conducted to emphasize positive aspects and to stimulate and improve science and mathematics education. Comparisons of three exemplary teachers with colleagues from the same schools indicated that the exemplary teachers used effective classroom management strategies; used a range of whole-class, small-group and seat-work activities; kept students on-task; and monitored the extent to which students understood the content to be learned. In contrast, the comparison teachers had difficulty in maintaining discipline, emphasized whole-class activities and focused on content coverage rather than student understanding.
