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ERIC Number: EJ1086760
Record Type: Journal
Publication Date: 2015-Dec-17
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1473-0111
EISSN: EISSN-1473-0111
The Instructional Quality of Classroom Processes and Pupils' Mathematical Attainment Concerning Decimal Fractions
Pitkäniemi, Harri; Häkkinen, Kaija
International Journal for Mathematics Teaching and Learning, Dec 2015
The objective of our study is to understand and analyse what significance cognitive and emotional networks of classroom processes have in mathematics learning. The subject of the study includes two classrooms from Year 5 of a teacher training school, their pupils (NA=17, NB=19) and student teachers (N=4). The course on decimals, which consisted of 17 lessons, was carried out in both classrooms. Research results are based on the analysis of 34 video-recorded lessons and the statistical analysis of pupils' mathematic attainment before and after the course. The teaching in classroom A emphasised instructional coherence, cognitive activation and emotional support. Classroom B's teaching represented lower levels of coherence, cognitive activation and emotional support on average. The pupils' skills concerning decimal fractions developed in both classrooms, but in classroom A the average change in the score from the pre-test to the post-test was more powerful (p=0.04). The change was particularly clear on pupils in the middle level (p=0.00). According to the main findings, teaching courses including instructional coherence together with cognitive activation and emotionally supported students produces better mathematical attainment.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A