Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement

Explicit instruction is a systematic instructional approach that facilitates frequent and meaningful instructional interactions between teachers and students around critical academic content. This study examined the relationship between student mathematics outcomes and the rate and quality of explic...

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Published inThe Elementary school journal Vol. 115; no. 3; pp. 303 - 333
Main Authors Doabler, Christian T, Baker, Scott K, Kosty, Derek B, Smolkowski, Keith, Clarke, Ben, Miller, Saralyn J, Fien, Hank
Format Journal Article
LanguageEnglish
Published University of Chicago Press 01.03.2015
Subjects
Interaction
Kindergarten
Mathematics Achievement
Mathematics Instruction
Observation
Teacher Student Relationship
Teaching Methods
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Summary:Explicit instruction is a systematic instructional approach that facilitates frequent and meaningful instructional interactions between teachers and students around critical academic content. This study examined the relationship between student mathematics outcomes and the rate and quality of explicit instructional interactions that occur during core mathematics instruction in kindergarten classrooms using a multifaceted observation system. A total of 379 observations were conducted in 129 classrooms, involving approximately 2,200 students across a 2-year span. Results suggest that the rate and quality of instructional interactions is related to student mathematics achievement. Implications for instruction and observation research are discussed.
ISSN:0013-5984
DOI:10.1086/679969