Child-centered and teacher-directed practices in relation to calculation and word problem solving skills
| Autor: | Eve Kikas, Eija Pakarinen |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Child centered
Social Psychology Relation (database) child-centered practices lapsilähtöisyys primary school Education Transactional leadership Math skills Developmental and Educational Psychology Mathematics education matemaattiset taidot ta516 0501 psychology and cognitive sciences ta515 4. Education 05 social sciences 050301 education teacher-directed practices math skills Word problem solving opetusmenetelmät Psychology 0503 education cross-lagged associations 050104 developmental & child psychology |
| Zdroj: | Learning and Individual Differences. 70:76-85 |
| ISSN: | 1041-6080 |
| DOI: | 10.1016/j.lindif.2019.01.008 |
| Popis: | This study examined transactional associations between classroom-level math skills and teaching practices. Participants were 523 children from 31 classrooms. Math skills were assessed three times. Teaching practices were observed in Grades 1 and 3. Child-centered practices promoted subsequent calculation skills whereas teacher-directed practices were associated with a lower level of calculation skills. Higher problem-solving skills at Grade 2 predicted more child-centered practices and less teacher-directed practices in third grade. Moreover, calculation skills mediated the effect of child-centered practices on problem-solving skills. The results suggest that teaching practices and math skills are mutually related across the first years of primary school. |
| Databáze: | OpenAIRE |
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