id: 02304954
dt: j
an: 1994f.02379
au: Halpin, R.F.; Easterday, K.E.; Elrod, J.A.
ti: A study of teachersâ€™ usage of vague terms in the geometry classroom.
so: Int. J. Math. Educ. Sci. Technol. 25, No. 5, 649-654 (1994).
py: 1994
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: C50
ut:
ci:
li: doi:10.1080/0020739940250504
ab: The purpose of this study was to investigate the relationship between
teachersâ€™ usage of vague terms in the mathematics classroom and
student achievement. The teacher clarity variable was evaluated through
the frequency of vague terms used by teachers in 13 secondary geometry
classrooms. Student achievement was measured by the Howell Geometry
Test. The sample was 249 students. The results supported the assumption
that there is a relationship between teacher clarity and student
achievement in the mathematics classroom. (orig.)
rv: