Ineffective instructional methods are more apt to be used with math-challenged children
Irvine, Calif., June 26, 2014 – First-grade teachers in the U.S. may need to change their approach to improving the math skills of students who struggle with the subject, according to new research co-authored by UC Irvine education professor George Farkas. The study revealed that teachers in classrooms with higher percentages of math-challenged students are actually more […]