Developmental patterns in the associations between instructional practices and children's math trajectories in elementary school
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- 作者：Melissa Castle Heatly ; mhc14@pitt.edu" class="auth_mail" title="E-mail the corresponding author ; Heather J. Bachman ; Elizabeth Votruba-Drzal
- 关键词：Math achievement ; Conceptual & procedural instruction ; ECLS-K ; Longitudinal within-child analysis
- 刊名：Journal of Applied Developmental Psychology
- 出版年：2015
- 出版时间：November-December 2015
- 年：2015
- 卷：41
- 期：Complete
- 页码：46-59
- 全文大小：743 K
文摘
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Changes in math instruction are linked to changes in math achievement from K–5.
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Developmental patterns found in associations between math instruction & achievement
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High amounts of procedural instruction were most beneficial in kindergarten.
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High amounts of both conceptual & procedural instruction most effective in 5th grade