Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/115512
Authors: 
Berlinski, Samuel G.
Busso, Matías
Year of Publication: 
2015
Series/Report no.: 
IDB Working Paper Series IDB-WP-561
Abstract: 
This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student-teacher interaction. The quality of such interaction deteriorated during the intervention.
Subjects: 
Education Active learning
Curricular reform
Technology
Field experiments
JEL: 
C93
I21
I28
O32
Persistent Identifier of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by-nc-nd/3.0/igo/legalcode
Document Type: 
Working Paper

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