What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education

Autor/inn/en	Lee, Dabae; Huh, Yeol
Titel	What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education
Quelle	In: Contemporary Educational Technology, 5 (2014) 4, S.286-301 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Science Achievement; Science Tests; Mathematics Tests; Teaching Methods; Grade 8; Correlation; Recall (Psychology); Problem Solving; Mathematical Logic; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Abberufung; Problemlösen; Mathematical logics; Mathematische Logik
Abstract	Effort to determine teachers' effects on students has been continuously made with national data. However, paucity of research has been conducted on how teachers' instructional strategies impact on student learning with national data, although instructional theories suggest a direct relationship between instructional strategies and learning outcomes. Therefore, the relationship between teachers' use of instructional strategies and learning outcomes should be examined with national data. This study investigates how much teacher's instructional strategies explain student learning in mathematics and what instructional strategies are positively related to student learning outcomes. Revised Bloom's taxonomy was used to define instructional strategies that support different levels of cognitive processes. The U.S. 8th grade mathematics data from the 2007 Trends in International Mathematics and Science Study was analyzed using multilevel modeling. As results, teachers' instructional strategies explained approximately 12% at the individual level and 17% at the teacher level of the learning outcome. Also, asking students to write equations and functions to represent relationships and to decide on their own procedures for solving complex problems were positively and significantly related to student learning outcomes. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01