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ERIC Number: EJ1106993
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1524-8372
Linking Teacher Instruction and Student Achievement in Mathematics: The Role of Teacher Language
Grammer, Jennie K.; Coffman, Jennifer L.; Sidney, Pooja; Ornstein, Peter A.
Journal of Cognition and Development, v17 n3 p468-485 2016
Although high-quality early educational environments are thought to be related to the growth of children's skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers' language while teaching mathematics and their students' growth in mathematical skill during the 2nd grade. Specifically, the extent to which mathematics lessons included cognitive-processing language (CPL)--instruction that is rich in references to cognitive processes, metacognition, and requests for remembering--was related to changes in students' math achievement. Demonstrating the role of the language of instruction, the findings indicated that children whose 2nd-grade teachers included greater amounts of CPL during instruction evidenced greater growth in math fluency and calculation than did their peers whose teachers employed lower levels of CPL.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: BCS0217206; BCS0519153; T32HD07376