Instructional and Testing Practices in U.S. Mathematics Classes: A Grade-Level Comparison

• In Event: I-Presentation Gallery

Abstract

This study uses multi-group structural equation modeling to investigate the relationships among the learning objectives emphasized, instructional practices used, and test types administered in U.S. mathematics classes at the elementary-, middle-, and high-school levels. The results indicate that the strength, and sometimes direction, of these relationships differ between primary- and secondary-level classes.

Author

• Sarah Wellberg, University of Virginia