Roles of Classroom Management and Mastery-Oriented Instructions on Relationship Between Pedagogical Content Knowledge and Mathematics Achievement
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Published:2022-08-11
Issue:2
Volume:3
Page:ep22016
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ISSN:2634-4076
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Container-title:Contemporary Mathematics and Science Education
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language:
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Short-container-title:Contemporary Mathematics and Science Education
Author:
Owusu RaphaelORCID, Awuni Dorothy AbayetaORCID, Arthur Yarhands DissouORCID, Gordon Joseph FrankORCID
Publisher
Bastas Publications
Reference29 articles.
1. Akin, S., Yildirim, A., & Goodwin, A. L. (2016). Classroom management through the eyes of elementary teachers in Turkey: A phenomenological study. Educational Sciences: Theory & Practice, 16(3), 771-797. https://doi.org/10.12738/estp.2016.3.0376 2. Block, J. H., & Burns, R. B. (1976). Mastery learning. Review of Research in Education, 4, 3-49. https://doi.org/10.2307/1167112 3. Carnoy, M., & Arends, F. (2012). Explaining mathematics achievement gains in Botswana and South Africa. Prospects Quarterly Review of Comparative Education, 42(4), 453-468. https://doi.org/10.1007/s11125-012-9246-6 4. Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom. Teachers College Press. 5. Cueto, S., León, J., Sorto, M. A., & Miranda, A. (2017). Teachers’ pedagogical content knowledge and mathematics achievement of students in Peru. Educational Studies in Mathematics, 94(3), 329-345. https://doi.org/10.1007/s10649-016-9735-2
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