Using Knowledge of Children ' s Mathematics Thinking in Classroom Teaching : An Experimental Study

  • Carpenter T
  • Fennema E
  • Peterson P
 et al. 
  • 38


    Mendeley users who have this article in their library.
  • N/A


    Citations of this article.


This study investigated teachers' use of knowledge from research on children's mathematical thinking and how their students' achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in whicht hey studieda research-baseda nalysis of children'sd evelopmento f problem-solvinsgk ills in additiona nd subtractionO. therfirstg rade teachers (n = 20) were assigned randomly to a control group. Although instructionalp racticesw eren otp rescribede, xperimentatl eacherst aughtp roblem solving significantly more and number facts significantly less than did control teachers. Experimental teachers encouraged students to use a varietyo f problem-solvingst rategies,a nd they listened to processest heir students used significantly more than did control teachers. Experimental teachersk new more about individuals tudents'p roblem-solvinpg rocesses,and they believed that instruction should build on students' existing knowledgem oret hand id controlt eachers.S tudentsi n experimentacl lasses exceeded students in control classes in number fact knowledge, problem solving,r eportedu nderstandinga, nd reportedc onfidencei n theirp roblemsolving abilities.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Get full text


  • Thomas P Carpenter

  • Elizabeth Fennema

  • Penelope L. Peterson

  • Chi-Pang Chiang

  • Megan Loef

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free