NotesFAQContact Us
Search Tips
ERIC Number: ED501039
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 12
The Relative Influence of the Teacher in Third Grade Mathematics Classrooms
Murray, Hanlie
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p341-348
Whereas different studies have each emphasised the importance of different variables for productive mathematics learning, this study has found the teacher to be of major importance. In the 13 third grade classrooms of five different elementary schools students' feelings about mathematics and their performance in routine and novel problems were examined. No strong links could be found between levels of positive or negative feelings about mathematics and performance in routine or novel problems, and neither between gender and any of the other items. There were, however, major differences in some items among the different classes in the same school, indicating that the teacher plays a crucial role in matters such as students' feelings towards mathematics, performance in routine and novel problems, and the occurrence of systematic errors. [For complete proceedings, see ED500858.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom