Does the Percentage of Gifted Classmates Change Mathematics Instructional Practices?

• In Event: Poster Session 7
  In Poster Session: Division L Section 3 Poster Session

Abstract

Research has found that for young children, certain types of math instructional practices are especially critical at boosting math achievement as well as supporting socioemotional development. However, little is known about how math instruction might differ based on the context of the classroom in which these practices are taking place. This oversight is especially glaring for young children, because it is in elementary school where students spend the majority of their time (if not all of it) in a single classroom setting. Therefore, it is important not only to understand the link between math practices and achievement/development but also the link between classroom settings and math practices. We explore these issues.

Authors

• Michael A. Gottfried, University of California - Santa Barbara

• Cassandra M. Guarino, University of California - Riverside

• Anna Emilia Bargagliotti, Loyola Marymount University