Abstract
The Elementary School Journal Volume 84, Number 5 ? 1984 by The University of Chicago. All rights reserved. 00 13-5984/84/8405-0008$01.00 Strong public concern exists about school mathematics programs today. Questions are being raised about student achievement and the quality of instruction that students receive. Schools are addressing anew the question of how to maximize for all students the sound, stable learning of mathematics content, relationships, and procedures, and the ability to apply that knowledge productively. While there has always been an implicit recognition of the relationship between the quality of mathematics instruction and student learning, there is a closer examination today of the factors that cause instruction to lead to
Sign-in/Register to access full text options 
Free) 
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 call
