6533b862fe1ef96bd12c6cce
RESEARCH PRODUCT
Classroom management practices and their associations with children’s mathematics skills in two cultural groups
Noona KiuruAnu PaluReelika SuvisteEve Kikassubject
Classroom managementethnic minorityPrimary educationExperimental and Cognitive PsychologyAcademic achievementEducationPedagogyConnected MathematicsDevelopmental and Educational PsychologyMathematics educationmanagement practices0501 psychology and cognitive sciencesta515Management practicesmathematics05 social sciencesCultural group selection050301 educationCognitionEstonianlanguage.human_languageacademic achievementprimary educationlanguagePsychology0503 education050104 developmental & child psychologydescription
The aim of the study was to examine the extent to which contextual factors predict children’s mathematics skills in different cognitive domains. The sample consisted of 1734 students from 26 Estonian- and 17 Russian-language schools in Estonia. Mathematics and non-verbal reasoning tests were carried out at the beginning of the third grade. In addition, teachers were asked about their classroom management practices. The results of multilevel modelling showed that applying supportive practices in the classroom contributes to higher achievement in mathematics. Teachers from Estonian- and Russian-language schools were also found to differ with regard to their management practices, and these practices were shown to have different effects on children in Estonian- and Russian-language schools in terms of mathematics achievement.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2014-12-23 | Educational Psychology |