Abstract
A number of studies have indicated that considerable variation exists among teachers in their understanding of basic mathematical concepts.1 In addition, the mean teacher level of such understanding as evaluated by these investigator has been stated as being undesirably low. In such studies as the foregoing it has been assumed that good teacher understanding of basic mathematical concepts would be necessary in order to promote satisfactory pupil growth in arithmetic, but evidence of an objective nature to either support or refute such an assumption has not been readily available. Evidence has also been lacking concerning possible differences between the gain in achievement by pupils of different levels of intelligence as related to their teacher's understanding of basic mathematical concepts.
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.
