Cover Page
The handle
http://hdl.handle.net/1887/67090
holds various files of this Leiden University
dissertation.
Author: Houwelingen, M.J. van
Title: Measurement numeracy education for prospective elementary school teachers :
effects of inductive and deductive teaching on classroom interaction and student
performance
Measurement Numeracy Education for Prospective
Elementary School Teachers
Effects of inductive and deductive teaching on classroom interaction and student
performance
Houwelingen, Mark J. van
Measurement Numeracy Education for Prospective Elementary School Teachers:
Effects of inductive and deductive teaching on classroom interaction and student performance
Copyright © 2018 Mark van Houwelingen
Printed by Hogeschool Rotterdam Uitgeverij
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronically, mechanically, by photocopy, by
recording, or otherwise, without prior written permission from the author.
Measurement Numeracy Education for Prospective Elementary School Teachers:
Effects of inductive and deductive teaching on classroom interaction and student performance
PROEFSCHRIFT
Ter verkrijging van de graad van doctor aan de Universiteit Leiden,
op gezag van de Rector Magnificus prof. mr. C.J.J.M. Stolker,
volgens besluit van het College voor Promoties
te verdedigen op dinsdag 27 november 2018
klokke 11:15 uur
door Mark Jan van Houwelingen
Promotor:
prof. dr. W. J. Heiser
Copromotores:
dr. C. M. van Putten
dr. E. J. van Schooten
(Hogeschool Rotterdam)
Leden van de promotiecommissie:
prof. dr. P.H. Vedder
prof. dr. F.J.J.M. Janssen
dr. R. Keijzer
(Hogeschool iPabo Amsterdam/Alkmaar)
dr. M. Hickendorff
Acknowledgement:
v
Table of contents
1 General introduction ... 1
1.1 Measurement numeracy ... 2
1.2 Instructional practices ... 4
1.3 The didactic factor: deductive versus inductive teaching ... 7
1.4 The factor classroom interaction ... 8
1.5 Contents of this dissertation ... 11
2 Research participants ... 13
2.1 Introduction ... 13
2.2 Sample characteristics... 13
2.3 Participation in pretest and posttest, and lesson attendance ... 14
2.4 Student characteristics ... 16
2.5 Correspondences and differences between student characteristics ... 18
2.6 Conclusion ... 26
3 Dimensionality of measurement numeracy ... 27
3.1 Introduction ... 27
3.2 Method ... 28
3.2.1 Research groups ... 29
3.2.2 Instruments and procedures ... 29
3.2.3 Data analyses ... 32
3.3 Results ... 33
3.3.1 Results of the pilot study ... 33
3.3.2 Results of the main study ... 34
3.4 Conclusion ... 38
3.5 Discussion ... 38
4 Development of the lesson series ... 41
4.1 Introduction ... 41
4.1.1 Background on classroom interaction ... 42
4.1.2 Background on measurement ... 43
4.2 Method ... 45
4.3 Results ... 47
4.3.1 Interviews ... 47
4.3.2 Results of the focus group meetings ... 48
4.3.3 Results of the final revision ... 53
4.4 Discussion ... 55
5 Effects on classroom interaction ... 59
5.1 Introduction ... 59
vi
5.2.1 Sample ... 60 5.2.2 Materials ... 61 5.2.3 Data analyses ... 64 5.3 Results ... 65 5.3.1 Between-groups effects ... 65 5.3.2 Within-groups effects ... 715.4 Conclusion and discussion ... 76
6 Effects on student performance ... 79
6.1 Introduction ... 79
6.2 Method ... 80
6.2.1 Sample ... 80
6.2.2 Materials ... 80
6.2.3 Design and procedure ... 81
6.2.4 Statistical analyses ... 82
6.3 Results ... 89
6.4 Conclusion and discussion ... 94
7 General discussion ... 97
7.1 Conclusions ... 97
7.1.1 Test construction and measurement of numeracy sub-skills ... 97
7.1.2 Development of the lesson series ... 98
7.1.3 Effects on classroom interaction ... 100
7.1.4 Effects on student performance ... 100
