Measurement numeracy education for prospective elementary school teachers : effects of inductive and deductive teaching on classroom interaction and student performance

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Measurement numeracy education for prospective elementary school teachers : effects of inductive and deductive teaching on classroom interaction and student performance

Type: Doctoral Thesis
Title: Measurement numeracy education for prospective elementary school teachers : effects of inductive and deductive teaching on classroom interaction and student performance
Author: Houwelingen, M.J. van
Issue Date: 2018-11-27
Keywords: Numeracy
Measurement numeracy
Classroom interaction
Inductive teaching
Deductive teaching
Abstract: This dissertation examines classroom interaction and two different didactic approaches (deductive and inductive) to the teaching of the measurement aspect of numeracy (measurement numeracy) to students of elementary school teacher training colleges. Even though an inductive didactic approach induced more classroom interaction time, and more stimulating questions, than a deductive didactic approach, we found no significant measurement numeracy improvement difference between inductive and deductive classroom interaction. 
Promotor: Supervisor: Heiser W.J. Co-Supervisor: Putten C.M. van, Schooten E.J. van
Faculty: Faculty of Social and Behavioural Sciences
University: Leiden University
Uri: urn:isbn:9789493012004
Handle: http://hdl.handle.net/1887/67090
 

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