Although high-quality early educational environments are thought to be related to the growth of children’s skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers’ language while teaching mathematics and their students’ growth in mathematical skill during the 2nd grade. Specifically, the extent to which mathematics lessons included cognitive-processing language (CPL)—instruction that is rich in references to cognitive processes, metacognition, and requests for remembering—was related to changes in students’ math achievement. Demonstrating the role of the language of instruction, the findings indicated that children whose 2nd-grade teachers included greater amounts of CPL during instruction evidenced greater growth in math fluency and calculation than did their peers whose teachers employed lower levels of CPL.
|Number of pages||18|
|Journal||Journal of Cognition and Development|
|State||Published - May 26 2016|
Bibliographical noteFunding Information:
This research was supported in part by a grant from the National Science Foundation (BCS-0217206 and BCS-0519153) to Peter A. Ornstein, as well as a Predoctoral Fellowship provided by the National Institute of Child Health and Human Development (T32-HD07376) through the Center for Developmental Science, University of North Carolina at Chapel Hill, to the first author.
Copyright © 2016 Taylor & Francis Group, LLC.
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology
- Psychiatry and Mental health