Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten

Educational Evaluation and Policy Analysis

Volumn 35, Issue 2, 2013, Pages 157-178

  Engel, Mimi ^a   Claessens, Amy ^b   Finch, Maida A ^c  

^a VANDERBILT UNIVERSITY   (United States)

^b UNIVERSITY OF CHICAGO   (United States)

^c SALISBURY UNIVERSITY   (United States)

Author keywords

content coverage; early mathematics learning; kindergarten

Indexed keywords

EID: 84876963096     PISSN: 01623737     EISSN: 19351062     Source Type: Journal    
DOI: 10.3102/0162373712461850     Document Type: Article

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