Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2023-04-27 DOI:10.1177/00169862231166074

Blaine Pedersen, Matthew C. Makel, Karen E. Rambo-Hernandez, Scott J. Peters, Jonathan Plucker

引用次数: 1

Abstract

School-based learning experiences are often designed with the “typical” student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most cl...

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大多数数学教室的成绩水平参差不齐

基于学校的学习体验通常是为“典型”学生设计的。然而，考虑到大多数课堂中存在的先验学习的可变性，这可能不是一种最佳的方法。。。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.