Measurement numeracy education for prospective elementary school teachers : effects of inductive and deductive teaching on classroom interaction and student performance

Abstract

This dissertation examines

classroom interaction and two different didactic approaches (deductive and

inductive) to the teaching of the measurement aspect of numeracy (measurement

numeracy) to students of elementary school teacher training colleges. Even though an inductive didactic approach induced more classroom interaction time, and more stimulating questions, than a deductive didactic approach, we found no significant measurement numeracy improvement difference between inductive and deductive classroom interaction.