The Effect of Differentiated, Guided Math Instruction on Student Achievement and Student Engagement
2019
- 539Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage539
- Abstract Views539
Project Description
A strong grasp of mathematics is extremely important for today’s 21st century learners. Math instruction needs to be differentiated and student-driven. All students deserve an equitable education. Differentiating math instruction and providing small, flexible-group instruction to students allows educators to better meet the needs of the diverse learners in their classrooms. The use of differentiated instruction and guided math groups may increase student achievement on state standards and close curriculum gaps. Such instructional strategies may also increase the level of student engagement during the math instructional time. The purpose of this research was to analyze the effects of differentiated, guided math instruction versus more traditional, whole-group instruction on student achievement and student engagement.
Bibliographic Details
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