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Dergiler / Journal of childhood, education & society (Online) / 2020 / Cilt: 1 - Sayı: 2

The impact of the quality of early mathematics instruction on mathematics achievement outcomes

Bilge Cerezci
Sayfa
216–228
Yayın Tarihi
2022-10-19
DOI
—
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

More specifically, there was a positive significant interaction between quality of mathematics teaching and students’ mathematics achievement at the end of the school year in classrooms where ratings of the instructional quality was identified as “high,” after controlling for students’ pre-test scores and gender.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The examination of teaching quality in mathematics in relation to student learning outcomes has become increasingly important following the research reports indicating that early mathematics teaching and learning experiences are critical contributors to students’ learning and later achievement in mathematics and other content areas.
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Temel Bulgular & Veri:The purpose of this study is to investigate the relationship between the quality of early mathematics instruction and students’ mathematics learning outcomes in 73 Pre-K to 3rd grade classrooms in an urban public schools system.
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Sonuç & Katkı:More specifically, there was a positive significant interaction between quality of mathematics teaching and students’ mathematics achievement at the end of the school year in classrooms where ratings of the instructional quality was identified as “high,” after controlling for students’ pre-test scores and gender.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

The examination of teaching quality in mathematics in relation to student learning outcomes has become increasingly important following the research reports indicating that early mathematics teaching and learning experiences are critical contributors to students’ learning and later achievement in mathematics and other content areas. The purpose of this study is to investigate the relationship between the quality of early mathematics instruction and students’ mathematics learning outcomes in 73 Pre-K to 3rd grade classrooms in an urban public schools system. The results suggested that the quality mathematics instruction varies across observed classrooms but mostly mediocre. Limited but significant associations between instructional quality and mathematics achievement were also documented at the classroom level. More specifically, there was a positive significant interaction between quality of mathematics teaching and students’ mathematics achievement at the end of the school year in classrooms where ratings of the instructional quality was identified as “high,” after controlling for students’ pre-test scores and gender.

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Bu Makaleye Atıf Yap

Cerezci, B. (2022). The impact of the quality of early mathematics instruction on mathematics achievement outcomes. Journal of childhood, education & society (Online), Cilt: 1 - Sayı: 2, 216–228. https://ajindex.com/articles/560825

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Kaynakça (6)

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  2. Aunio, P., & Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20 (5), 427-435. https://doi.org/10.1016/j.lindif.2010.06.003
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  5. Brenneman, K., Boller, K., Atkins-Burnett, S., Stipek, D., Forry, N., Ertle, … Schultz T. (2011). Measuring the quality of early childhood math and science curricula and teaching. In M Zaslow, I. Martinez-Beck, K. Tout & T. Halle (Eds.), Quality Measurement in Early Childhood Settings (pp.77-103). Baltimore Maryland: Paul H. Brookes Publishing Co. Carmichael, C., MacDonald, A., & McFarland-Piazza, L. (2014). Predictors of numeracy performance in national testing programs: Insights from the longitudinal study of Australian children, British Educational Research Journal, 40(4), 637-659. https://doi.org/10.1002/berj.3104
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