Teacher Behaviors Related to the Mathematical Achievement of Young Children

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Abstract
The purpose of this study was to determine if specific teacher behaviors were related to the differences in mathematical achievement of four- and five- year-old lower socioeconomic status children across two curricular intervention treatment conditions. Results indicated that more indirect teacher behavior and the active involvement of the student in the learning process are significantly more effective in facilitating student achievement than is a direct instructional/passive receptive learning mode. A second interesting finding was a significant negative correlation between the frequency of the teachers’ judgments of the correctness of a response and student achievement.

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