Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach

Volume: 52, Issue: 4, Pages: 787 - 821
Published: Aug 1, 2015
Abstract
This study investigates the effectiveness of the Responsive Classroom ( RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was conducted in the context of a randomized controlled trial. Participants were 88 third-grade teachers...
Paper Details
Title
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach
Published Date
Aug 1, 2015
Volume
52
Issue
4
Pages
787 - 821
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