Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Achievement Gains | 1 |
| Educational Research | 1 |
| Error Patterns | 1 |
| Foreign Countries | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Inservice Teacher Education | 1 |
| Knowledge Level | 1 |
| Low Achievement | 1 |
| Mathematics Achievement | 1 |
| Mathematics Teachers | 1 |
| More ▼ | |
Source
| School Science and Mathematics | 1 |
Author
| Ford, John | 1 |
| Ross, John A. | 1 |
| Xu, YunMei | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Grade 7 | 1 |
| Grade 8 | 1 |
| Middle Schools | 1 |
Audience
| Teachers | 1 |
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkRoss, John A.; Xu, YunMei; Ford, John – School Science and Mathematics, 2008
Previous research (e.g., Woodward & Baxter, 1997) found that Standards-based mathematics teaching provides marginal or no benefits for low achievers, in contrast with positive effects for middle and high ability students. A randomized quasi-experiment in 52 Canadian schools found that low achieving grade 7 and 8 students who received support…
Descriptors: Student Attitudes, Educational Research, Low Achievement, Grade 7
