The scientist’s investigation covers issues in Mathematics education, Pedagogy, Cognitively Guided Instruction, Primary education and Teaching method. The various areas that Elizabeth Fennema examines in her Mathematics education study include Social influence and Achievement test. In her research on the topic of Cognitively Guided Instruction, Professional development and Mathematics instruction is strongly related with Mathematical thinking.
The Primary education study combines topics in areas such as Concept learning and Variety. She interconnects Learning theory and Curriculum in the investigation of issues within Teaching method. Association and Mathematical ability is closely connected to Educational research in her research, which is encompassed under the umbrella topic of Connected Mathematics.
Elizabeth Fennema focuses on Mathematics education, Pedagogy, Primary education, Developmental psychology and Connected Mathematics. Her Mathematics education course of study focuses on Curriculum and Algebra over a field. When carried out as part of a general Pedagogy research project, her work on Reform mathematics, Philosophy of mathematics education, Learning theory and Experiential learning is frequently linked to work in Political science, therefore connecting diverse disciplines of study.
Her work in Primary education covers topics such as Concept learning which are related to areas like Subtraction. Her research in Developmental psychology focuses on subjects like Longitudinal study, which are connected to Mathematical thinking. Her Cognitively Guided Instruction research integrates issues from Knowledge level and Teacher education.
Her scientific interests lie mostly in Mathematics education, Rational number, Pedagogy, Part iii and Algebra over a field. The Cognitively Guided Instruction and Primary education research Elizabeth Fennema does as part of her general Mathematics education study is frequently linked to other disciplines of science, such as Wish, therefore creating a link between diverse domains of science. Her Cognitively Guided Instruction research is multidisciplinary, incorporating perspectives in Academic achievement and Mathematical thinking.
Her work carried out in the field of Primary education brings together such families of science as Science education and Education theory. Her biological study spans a wide range of topics, including Schema, Cognitive science and Algebra. Her Algebra over a field research incorporates elements of Mathematics curriculum and Educational research.
Elizabeth Fennema spends much of her time researching Mathematics education, Algebra over a field, Part iii, Pedagogy and Representation. Her work on Mathematics instruction as part of general Mathematics education study is frequently linked to Sustainability, therefore connecting diverse disciplines of science. Her research brings together the fields of Educational research and Mathematics instruction.
Her study of Sustainability brings together topics like Generative grammar, Professional development, Cognitively Guided Instruction, Mathematical thinking and Follow up studies. Her Representation research includes themes of Calculator and Curriculum.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Gender differences in mathematics performance: A meta-analysis.
Janet Shibley Hyde;Elizabeth Fennema;Susan J. Lamon.
Psychological Bulletin (1990)
A LONGITUDINAL STUDY OF LEARNING TO USE CHILDREN'S THINKING IN MATHEMATICS INSTRUCTION
Elizabeth Fennema;Thomas P. Carpenter;Megan L. Franke;Linda Levi.
Journal for Research in Mathematics Education (1996)
Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors
Elizabeth Fennema;Julia Sherman.
American Educational Research Journal (1977)
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study
Thomas P. Carpenter;Elizabeth Fennema;Penelope L. Peterson;Chi-Pang Chiang.
American Educational Research Journal (1989)
Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes Toward the Learning of Mathematics by Females and Males.
Elizabeth Fennema;Julia A. Sherman.
Journal for Research in Mathematics Education (1976)
Teachers' knowledge and its impact.
Elizabeth Fennema;Megan Loef Franke.
Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics
James Hiebert;Thomas P Carpenter;Elizabeth Fennema;Karen Fuson.
Educational Researcher (1996)
Gender Comparisons of Mathematics Attitudes and Affect: A Meta-Analysis
Janet Shibley Hyde;Elizabeth Fennema;Marilyn Ryan;Laurie A. Frost.
Psychology of Women Quarterly (1990)
Sex-Related Differences in Mathematics Achievement and Related Factors: A Further Study.
Elizabeth H. Fennema;Julia A. Sherman.
Journal for Research in Mathematics Education (1978)
Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics
Megan Loef Franke;Thomas P. Carpenter;Linda Levi;Elizabeth Fennema.
American Educational Research Journal (2001)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: