Relations between Classroom Practices and Student Learning in the Domain of Fractions.

Saxe, Geoffrey B.; Gearhart, Maryl; Seltzer, Michael

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ584474

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0737-0008

EISSN: N/A

Available Date: N/A

Relations between Classroom Practices and Student Learning in the Domain of Fractions.

Saxe, Geoffrey B.; Gearhart, Maryl; Seltzer, Michael

Cognition and Instruction, v17 n1 p1-24 1999

This study analyzed relations between student achievement in the domain of fractions and the extent to which classroom practices are aligned with principles recommended by current reform frameworks. Hierarchical linear-model analyses revealed that alignment of classroom practices with reform principles was related to student achievement in problem solving but not in computation. (Author/KB)

Descriptors: Academic Achievement, Classroom Techniques, Cognitive Processes, Computation, Educational Principles, Elementary Education, Elementary School Mathematics, Elementary School Students, Fractions, Problem Solving, Standards, Teacher Student Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A