How Are Developmentally Appropriate or Traditional Teaching Practices Related to the Mathematics Achievement of General and Special Education Students?.

Gelzheiser, Lynn M.; Griesemer, Bonnie A.; Pruzek, Robert M.; Meyers, Joel

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Peer reviewed

ERIC Number: EJ606944

Record Type: Journal

Publication Date: 2000

Pages: N/A

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ISSN: ISSN-1040-9289

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How Are Developmentally Appropriate or Traditional Teaching Practices Related to the Mathematics Achievement of General and Special Education Students?

Gelzheiser, Lynn M.; Griesemer, Bonnie A.; Pruzek, Robert M.; Meyers, Joel

Early Education and Development, v11 n2 p217-38 Mar 2000

Examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Found that mathematics achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy instruction. (LBT)

Descriptors: Classroom Techniques, Developmentally Appropriate Practices, Disabilities, Elementary Education, Mathematics Achievement, Observation, Performance Factors, Questionnaires, Teaching Methods, Young Children

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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