Abstract
This study contains a number of articles reporting on research on instruction for students who have difficulties learning mathematics. The focus lies on the kind of instruction that these students need to adequately master the mathematics skills required by the elementary school curriculum. Recent developments in mathematics education ask for guided instruction. In the study reported on here, the effectiveness of guided instruction for low-achieving students was investigated by conducting an intervention study in schools for regular and special elementary education. The effects of guided instruction was compared to the effects of directed instruction, which was found to be effective in former research. The study showed that guided instruction is almost equally effective as directed instruction. It is therefore concluded that both guided instruction and directed instruction can be effective for teaching multiplication to students with difficulties learning mathematics.
| Original language | English |
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| Qualification | Doctor of Philosophy |
| Awarding Institution |
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| Supervisors/Advisors |
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| Award date | 27 Sept 2002 |
| Place of Publication | Utrecht |
| Publisher | |
| Print ISBNs | 90-75129-55-6 |
| Publication status | Published - 27 Sept 2002 |
Keywords
- Niet-toepassingsgericht onderzoek
- Pedagogy
- Psychologie
- Maatschappelijke structuren en relaties
- Logic
- Menswetenschappen
- Sociale wetenschappen
- Adolescent and child psychology,m,m,
- Overig maatschappelijk onderzoek
- Construerende Technische Wetenschappen
- Psychology
- Pedagogiek