Positive Conditions for Mathematics Learning: An Overview of the Research. Brief
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| Název: | Positive Conditions for Mathematics Learning: An Overview of the Research. Brief |
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| Jazyk: | English |
| Autoři: | Julie Fitz, Heather Price, Contributor, Learning Policy Institute |
| Zdroj: | Learning Policy Institute. 2025. |
| Dostupnost: | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Datum vydání: | 2025 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Druh dokumentu: | Information Analyses |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Mathematics Education, Mathematics Instruction, Teacher Expectations of Students, Kindergarten, Elementary Secondary Education, Educational Quality, Teacher Student Relationship, Sense of Belonging, Teaching Methods, Classroom Techniques, Self Efficacy, Learning Processes, Learning Experience |
| Abstrakt: | In the United States, stagnating mathematics achievement and persistent racial and socioeconomic disparities in math performance point to a need to understand how math teachers can more effectively support the learning of each and every student. Given a growing body of research that emphasizes the impact of the classroom environment on student learning, this brief synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom conditions that matter for K-12 math learning. This brief summarizes the evidence presented in the full report, "Positive Conditions for Mathematics Learning: An Overview of the Research," which suggests that students have better math outcomes when they experience positive relationships with their teachers, feel a sense of belonging in their classroom community and the broader mathematics community, adopt a growth mindset, and engage with high-quality instruction delivered by teachers who hold high expectations and offer strong supports for students' success. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Přístupové číslo: | ED674786 |
| Databáze: | ERIC |
| Abstrakt: | In the United States, stagnating mathematics achievement and persistent racial and socioeconomic disparities in math performance point to a need to understand how math teachers can more effectively support the learning of each and every student. Given a growing body of research that emphasizes the impact of the classroom environment on student learning, this brief synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom conditions that matter for K-12 math learning. This brief summarizes the evidence presented in the full report, "Positive Conditions for Mathematics Learning: An Overview of the Research," which suggests that students have better math outcomes when they experience positive relationships with their teachers, feel a sense of belonging in their classroom community and the broader mathematics community, adopt a growth mindset, and engage with high-quality instruction delivered by teachers who hold high expectations and offer strong supports for students' success. |
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