Engaging With Mathematics
Exploring Different Learning Environments at the Elementary School Level
Bibliographic Data
| ID | 13055337 |
|---|---|
| Authors | Hua Ran (0000-0002-1056-8375, Jiangnan University, corresponding author), WALTER G SECADA (University of Miami), Uma Gadge (University of Miami), Denghui Liu (0000-0002-3278-1353, Jiangnan University) |
| Year | 2025 |
| Volume | 14 |
| Publication date | 2025-12-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Inclusion (JOURNAL) |
| Journal identifiers | ISSN: 2183-2803 • E-ISSN: 2183-2803 |
| Publisher | Cogitatio (PUBLISHER • PT) |
| DOI | 10.17645/si.10784 |
| OpenAlex | W4416984318 |
| Language | EN |
| References cited | 45 |
This article examines the “effectiveness” of school‐level mathematics and explores how teachers’ instruction, within classrooms, contributes to an effective learning. By using multiple data sources, including classroom observations and teacher interviews, we found that students from “effective schools” receive more intellectual support than students in “typical schools” and benefit from better learning environments overall. We also found that the overall intellectual quality differs as per students’ ability level, favoring students of “lower ability” when they are enrolled in effective schools. Teacher interviews suggest that teachers from effective schools tend to hold higher expectations for low‐ability students than in typical schools and know how to adapt to them by adopting individualized instruction to meet their learning needs
Cooperative learning · Primary education · Quality (philosophy · Semi-structured interview · Teaching method · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Mathematics Education and Teaching Techniques
Teachers for rural schools – a challenge for South Africa
Students’ characteristics and teacher–child relationships in instruction
Teachers' Gender Stereotypes as Determinants of Teacher Perceptions in Elementary School Mathematics
Improving Schools in Socioeconomically Disadvantaged Areas ? A Review of Research Evidence
Small Sample Inference for Fixed Effects from Restricted Maximum Likelihood
Effective Schools
Orchestrating Productive Mathematical Discussions
Learning environment and students’ classroom behavior differences between effective, average, and ineffective urban elementary schools for Hispanic students
Effective versus Ineffective Schools
Authentic Pedagogy and Student Performance
Effectiveness, inequality and ethos in three English schools
Exploring Bias in Math Teachers' Perceptions of Students' Ability by Gender and Race/Ethnicity
| Highly cited | No |
|---|