Study shows new teaching method improves math skills, closes gender gap in young students
Friday, September 20, 2013 - 08:30
in Psychology & Sociology
(Phys.org) —When early elementary math teachers ask students to explain their problem-solving strategies and then tailor instruction to address specific gaps in their understanding, students learn significantly more than those taught using a more traditional approach. This was the conclusion of a yearlong study of nearly 5,000 kindergarten and first-grade students conducted by researchers at Florida State University.