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Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean Theorem


Lipowsky, F; Rakoczky, K; Pauli, C; Drollinger-Vetter, B; Klieme, E; Reusser, K (2009). Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean Theorem. Learning and Instruction, 19(6):527-537.

Abstract

This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students' understanding of the Pythagorean Theorem. The study sample comprised 19 German and 19 Swiss mathematics classes. A three-lesson introductory unit on the Pythagorean Theorem was videotaped in all classes. Multilevel analyses revealed both classroom management and cognitive activation to have positive effects on mathematics achievement. The results also provide empirical evidence that cognitive activation and a supportive climate moderate the relationship between mathematics-related interest and mathematics achievement.

Abstract

This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students' understanding of the Pythagorean Theorem. The study sample comprised 19 German and 19 Swiss mathematics classes. A three-lesson introductory unit on the Pythagorean Theorem was videotaped in all classes. Multilevel analyses revealed both classroom management and cognitive activation to have positive effects on mathematics achievement. The results also provide empirical evidence that cognitive activation and a supportive climate moderate the relationship between mathematics-related interest and mathematics achievement.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2009
Deposited On:04 Feb 2010 15:03
Last Modified:18 Feb 2018 00:10
Publisher:Elsevier
ISSN:0959-4752
OA Status:Closed
Publisher DOI:https://doi.org/10.1016/j.learninstruc.2008.11.001

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