Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
Year: 2012
Type: article
Study design: Observational Study
Authors: Mimi Engel, Amy Claessens, Maida A. Finch
Institutions: Vanderbilt University, University of Chicago, Salisbury University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W243652177