Abstract
The quality of mathematics instruction is a major influence on how much mathematics students learn, how well they learn it, and their ability to apply what is learned. Effective mathematics instruction, in other words, leads to productive learning. There are two sources of support for this statement. First, recent studies of teacher effectiveness identify a variety of factors that are related to effective mathematics instruction as measured in terms of student learning. These studies document the powerful influence of the characteristics of the teaching, rather than of the teacher, on the learning of the students. Second, studies of students' learning of specific content, such as place value or fractions, provide information on the kind of instruction and the sequencing of the instruction required for students to learn the content.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
