Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The pattern of associations suggests that both student-centered and teacher-directed practices relate to higher achievement gains, but some student-centered practices related to lower gains. → Douglas H. Clements 2013
Evidence¶
Douglas H. Clements 2013¶
Douglas H. Clements, Roberto Agodini, Barbara Harris. (2013). Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula (Issue Brief). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/
q2 · i? · associational · r?
The brief's summary interpretation of its correlational pattern across grades, stating "practices associated with higher achievement gains include both student-centered and teacher-directed practices". No effect sizes are printed.
"These findings suggest that practices associated with higher achievement gains include both student-centered and teacher-directed practices; however, some student-centered practices were associated with lower achievement gains."
Discussion¶
Related Claims¶
- Teachers suggesting specific practices in response to students' work is associated with higher math achievement in 1st grade only — a narrower finding that bears on this claim
- Three student-centered practices were associated with lower 2nd-grade math achievement — a narrower finding that bears on this claim
- Asking the class to agree with a student's answer and directing students to help one another are associated with higher math achievement — a narrower finding that bears on this claim
- Differentiating curriculum for students above grade level is associated with higher math achievement in 2nd grade only — a narrower finding that bears on this claim
- Teachers dedicating more time to whole-class instruction is associated with increased student math achievement — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mixed-practice-types-associated-with-math-gains |
title |
Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains |
description |
Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — douglas-h-clements-2013 |
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