{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80199"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80199","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Modeling Correlates of Problem-Solving Skills: Effects of Opportunity-to-Learn on the Attainment of Higher-Order Thinking Skills in Mathematics","abstract":"Classroom OTL was found to have a direct (additive) relationship with average student proficiency of HOTS across classrooms and also to be mediated by (or interact with) student characteristics such as prior achievement and effort. Since teacher expectation and content coverage were strongly related to classroom characteristics such as average mathematics achievement, it is believed that a student's HOTS proficiency is directly affected by a student's classroom situation. 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