Peer reviewedERIC Number: EJ419424
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-2984
EISSN: N/A
Relationships among Level of Cognitive Development, Gender, Chronological Age, and Mathematics Achievement.
Stokes, Almeta
Journal of Negro Education, v59 n3 p299-315 Sum 1990
Examines the relationship between pupil characteristics of income, gender, chronological age, and level of cognitive development and selected domain-specific skills in mathematics. Results show mathematics performance as a function of the quality of thinking. Teaching to cognitive developmental level requires an individualized approach to mathematics instruction. (AF)
Descriptors: Chronological Age, Cognitive Development, Educational Strategies, Elementary Education, Elementary School Mathematics, Elementary School Students, Individualized Instruction, Mathematics Achievement, Mathematics Curriculum, Mathematics Education, Mathematics Skills, Multiple Regression Analysis, Sex, Thinking Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Theme issue with the title, "Black Students and the Mathematics, Science, and Technology Pipeline: Turning the Trickle into a Flood."
