Abstract Mathematics - Explore the Science & Experts | ideXlab


Scan Science and Technology

Contact Leading Edge Experts & Companies

Abstract Mathematics

The Experts below are selected from a list of 73806 Experts worldwide ranked by ideXlab platform

Abstract Mathematics – Free Register to Access Experts & Abstracts

Aiso Heinze – One of the best experts on this subject based on the ideXlab platform.

  • does the textbook matter longitudinal effects of textbook choice on primary school students achievement in Mathematics
    Studies in Educational Evaluation, 2018
    Co-Authors: Ann Katrin Van Den Ham, Aiso Heinze

    Abstract:

    Abstract Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students’ learning in Mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students’ Mathematics skills from Grade 1 to 3 (N = 1664). Results from multilevel regression analyses showed that Mathematics teachers’ textbook choice has a substantial effect on the students’ Mathematics achievement and that individual textbooks substantially differ in their effects. Furthermore, there are indications that the effect of textbook choice is cumulative over the school years. The findings suggest that textbooks should be considered as an important covariate in educational research and that textbook choice is a relevant factor for educational practice.

    Free Register to Access Article

Ann Katrin Van Den Ham – One of the best experts on this subject based on the ideXlab platform.

  • does the textbook matter longitudinal effects of textbook choice on primary school students achievement in Mathematics
    Studies in Educational Evaluation, 2018
    Co-Authors: Ann Katrin Van Den Ham, Aiso Heinze

    Abstract:

    Abstract Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students’ learning in Mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students’ Mathematics skills from Grade 1 to 3 (N = 1664). Results from multilevel regression analyses showed that Mathematics teachers’ textbook choice has a substantial effect on the students’ Mathematics achievement and that individual textbooks substantially differ in their effects. Furthermore, there are indications that the effect of textbook choice is cumulative over the school years. The findings suggest that textbooks should be considered as an important covariate in educational research and that textbook choice is a relevant factor for educational practice.

    Free Register to Access Article

Jen Munson – One of the best experts on this subject based on the ideXlab platform.

  • after eliciting variation in elementary Mathematics teachers discursive pathways during collaborative problem solving
    The Journal of Mathematical Behavior, 2019
    Co-Authors: Jen Munson

    Abstract:

    Abstract Mathematics teachers are called on to craft instruction that centers students’ mathematical ideas and creates consistent, pervasive opportunities for meaning-making through discourse. In the context of collaborative problem solving, teachers can use eliciting and probing to uncover student thinking while students work together to develop mathematical ideas and strategies. After eliciting and probing, teachers can further respond to the student thinking that has been revealed. This study explored the discursive pathways two fourth grade Mathematics teachers used after eliciting student thinking, when their aim was to be responsive to and advance student thinking. Drawing on interactions (n = 97) from nine lessons, qualitative analysis identified five distinct discursive pathways after eliciting, two of which, praise and funneling, were associated with the nature of student understanding uncovered during eliciting. Implications for future research and professional development on teacher-student discourse are discussed.

    Free Register to Access Article