Brief Reports: Nongraded Instruction, Mathematics Ability, and Mathematics Achievement in Elementary Schools
1982 ◽
Vol 13
(1)
◽
pp. 61-66
Keyword(s):
This study was designed to determine the relative effectiveness of a nongraded approach to elementary mathematics instruction and a traditional graded approach by comparing an experimental group of pupils who had had six years of nongraded mathematics instruction with three control groups who had had six years of traditional graded mathematics instruction.
2017 ◽
pp. 528-541
1980 ◽
Vol 11
(1)
◽
pp. 22-28
2017 ◽
Vol 10
(2)
◽
pp. 106-127
◽
2013 ◽
Vol 17
(2)
◽
pp. 243-262
◽
Keyword(s):