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ERIC Number: EJ440404
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0361-476X
Discriminant Effects of Performance-Oriented and Structure-Oriented Mathematics Tasks on Achievement Growth.
Renkl, Alexander; Helmke, Andreas
Contemporary Educational Psychology, v17 n1 p47-55 Jan 1992
Associations between performance-oriented and structure-oriented tasks in elementary school mathematics instruction and achievement were studied for 33 third grade classrooms. A mathematics pretest and posttest were administered, and classroom observations were conducted. Results suggest that performance-oriented tasks promote automatization of basic arithmetic skills whereas structure-oriented tasks foster problem-solving competencies. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A