6533b830fe1ef96bd129681f

RESEARCH PRODUCT

Child-centered and teacher-directed practices in relation to calculation and word problem solving skills

Eve KikasEija PakarinenEija Pakarinen

subject

Child centeredSocial PsychologyRelation (database)child-centered practiceslapsilähtöisyysprimary schoolEducationTransactional leadershipMath skillsDevelopmental and Educational PsychologyMathematics educationmatemaattiset taidotta5160501 psychology and cognitive sciencesta5154. Education05 social sciences050301 educationteacher-directed practicesmath skillsWord problem solvingopetusmenetelmätPsychology0503 educationcross-lagged associations050104 developmental & child psychology

description

Abstract This study examined transactional associations between classroom-level math skills and teaching practices. Participants were 523 children from 31 classrooms. Math skills were assessed three times. Teaching practices were observed in Grades 1 and 3. Child-centered practices promoted subsequent calculation skills whereas teacher-directed practices were associated with a lower level of calculation skills. Higher problem-solving skills at Grade 2 predicted more child-centered practices and less teacher-directed practices in third grade. Moreover, calculation skills mediated the effect of child-centered practices on problem-solving skills. The results suggest that teaching practices and math skills are mutually related across the first years of primary school.

yearjournalcountryeditionlanguage
2019-02-01Learning and Individual Differences
https://doi.org/10.1016/j.lindif.2019.01.008