Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 2 |
| Since 2017 (last 10 years) | 3 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Mastery Learning | 3 |
| Mathematics Instruction | 3 |
| Task Analysis | 3 |
| Foreign Countries | 2 |
| Prediction | 2 |
| Adults | 1 |
| Arithmetic | 1 |
| Attitude Measures | 1 |
| Classroom Environment | 1 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| More ▼ | |
Author
| Bardach, Lisa | 1 |
| Habiyaremye, Hashituky… | 1 |
| Lüftenegger, Marko | 1 |
| Ntawiha, Philothere | 1 |
| Ntivuguruzwa, Celestin | 1 |
| Prather, Richard | 1 |
| Schober, Barbara | 1 |
| Spiel, Christiane | 1 |
| Yanagida, Takuya | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Secondary Education | 2 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textPrather, Richard – Journal of Numerical Cognition, 2023
Mastery of mathematics depends on the people's ability to manipulate and abstract values such as negative numbers. Knowledge of arithmetic principles does not necessarily generalize from positive number arithmetic to arithmetic involving negative numbers (Prather & Alibali, 2008, https://doi-org.bibliotheek.ehb.be/10.1080/03640210701864147). In this study, we…
Descriptors: Prediction, Mastery Learning, Mathematics Instruction, Cognitive Processes
Habiyaremye, Hashituky Telesphore; Ntivuguruzwa, Celestin; Ntawiha, Philothere – Mathematics Teaching Research Journal, 2022
The teaching practices of mathematics are still little-known in Rwandan schools though the Competence-Based Curriculum (CBC) and many pedagogical documents recommend how to assess, what to assess, and when to assess the effective teaching of mathematics. This study aimed to assess Rwandan mathematics teachers' practices through pedagogical content…
Descriptors: Teaching Methods, Mathematics Instruction, Competency Based Education, Pedagogical Content Knowledge
The Role of Within-Class Consensus on Mastery Goal Structures in Predicting Socio-Emotional Outcomes
Direct linkBardach, Lisa; Lüftenegger, Marko; Yanagida, Takuya; Schober, Barbara; Spiel, Christiane – British Journal of Educational Psychology, 2019
Background: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional…
Descriptors: Mastery Learning, Goal Orientation, Cooperative Learning, Teamwork
