Characteristics of students who benefit from high-quality mathematics instruction

Contemporary Educational Psychology

Volumn 31, Issue 3, 2006, Pages 328-343

  Jones, Kristie K ^a   Byrnes, James P ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

Algebra; High quality instruction; Mathematics achievement; Motivation; Prior knowledge; Self regulation

Indexed keywords

EID: 33748068152     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2005.10.002     Document Type: Article

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