Gender-related effects of contemporary math instruction for low performers on problem solving behaviour

R.E. Timmermans; E.C.D.M. van Lieshout; L. Verhoeven

doi:10.1016/j.learninstruc.2006.11.005

Gender-related effects of contemporary math instruction for low performers on problem solving behaviour

R.E. Timmermans, E.C.D.M. van Lieshout, L. Verhoeven

Clinical Child and Family Studies

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

Effects of guided (GI) and direct instruction (DI) in solving subtraction problems for mathematically low performers in regular schools were compared. In the GI condition, self-development of solution procedures was encouraged whereas in the DI condition one prescribed strategy was to be used. Forty children (M

Original language	English
Pages (from-to)	42-54
Number of pages	13
Journal	Learning and Instruction
Volume	17
DOIs	https://doi.org/10.1016/j.learninstruc.2006.11.005
Publication status	Published - 2007

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10.1016/j.learninstruc.2006.11.005

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title = "Gender-related effects of contemporary math instruction for low performers on problem solving behaviour",

abstract = "Effects of guided (GI) and direct instruction (DI) in solving subtraction problems for mathematically low performers in regular schools were compared. In the GI condition, self-development of solution procedures was encouraged whereas in the DI condition one prescribed strategy was to be used. Forty children (M",

author = "R.E. Timmermans and {van Lieshout}, E.C.D.M. and L. Verhoeven",

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JO - Learning and Instruction

JF - Learning and Instruction

ER -

Gender-related effects of contemporary math instruction for low performers on problem solving behaviour

Abstract

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