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ERIC Number: EJ648507
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0663
The Nature of Teachers' Pedagogical Content Beliefs Matters for Students' Achievement Gains: Quasi-Experimental Evidence from Elementary Mathematics.
Staub, Fritz C.; Stern, Elsbeth
Journal of Educational Psychology, v94 n2 p344-55 Jun 2002
In a longitudinal study of 496 students in 27 self-contained German elementary school classrooms, performance in mathematical word problems and arithmetic tasks was measured at the end of Grades 2 and 3. Findings show that a cognitive constructivist orientation was associated with larger achievement gains in mathematical word problems. (Author)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany