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

Research output: Contribution to JournalArticleAcademicpeer-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 languageEnglish
Pages (from-to)42-54
Number of pages13
JournalLearning and Instruction
Volume17
DOIs
Publication statusPublished - 2007

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problem-solving behavior
instruction
regular school
gender

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Gender-related effects of contemporary math instruction for low performers on problem solving behaviour. / Timmermans, R.E.; van Lieshout, E.C.D.M.; Verhoeven, L.

In: Learning and Instruction, Vol. 17, 2007, p. 42-54.

Research output: Contribution to JournalArticleAcademicpeer-review

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