Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem
Frank Lipowsky, Katrin Rakoczy, Christine Pauli, Barbara Drollinger-Vetter, Eckhard Klieme, Kurt Reusser
Learning and Instruction Volume 19, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd
This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students' understanding of the Pythagorean Theorem. The study sample comprised 19 German and 19 Swiss mathematics classes. A three-lesson introductory unit on the Pythagorean Theorem was videotaped in all classes. Multilevel analyses revealed both classroom management and cognitive activation to have positive effects on mathematics achievement. The results also provide empirical evidence that cognitive activation and a supportive climate moderate the relationship between mathematics-related interest and mathematics achievement.
Lipowsky, F., Rakoczy, K., Pauli, C., Drollinger-Vetter, B., Klieme, E. & Reusser, K. (2009). Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem. Learning and Instruction, 19(6), 527-537. Elsevier Ltd.