The Role of Teacher-Related Factors in Mathematics Skills between Children Attending Estonian-Speaking and Russian-Speaking Schools

Autor/inn/en	Suviste, Reelika; Palu, Anu; Kikas, Eve; Kiuru, Noona
Titel	The Role of Teacher-Related Factors in Mathematics Skills between Children Attending Estonian-Speaking and Russian-Speaking Schools
Quelle	In: European Journal of Psychology of Education, 32 (2017) 3, S.501-520 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-016-0305-x
Schlagwörter	Mathematics Skills; Grade 3; Grade 4; Grade 5; Elementary School Students; Elementary School Teachers; Teaching Methods; Teaching Experience; Longitudinal Studies; Russian; Finno Ugric Languages; Questionnaires; Comparative Analysis; Arithmetic; Word Problems (Mathematics); Elementary School Mathematics; Language of Instruction; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Russisch; Fragebogen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Elementare Mathematik; Schulmathematik; Teaching language; Unterrichtssprache; Mathematics lessons; Mathematikunterricht
Abstract	This study examined the extent to which teaching practices and teaching experience predict mathematics skills of children's in the third through fifth grade by focusing on three cognitive components: (1) knowing facts and procedures, (2) applying this knowledge and (3) using reasoning. This study was longitudinal. The data was collected from 1,810 students and 90 teachers attending Estonian- and Russian-speaking schools. The students' were tested twice, at the beginning of the third and at the beginning of the fifth grade. The teachers were asked to complete a questionnaire assessing their teaching practices. The results revealed that teachers from Estonian-speaking and Russian-speaking schools' classrooms differed in their use of teaching practices and teaching experience. Teachers in Russian-speaking schools were slightly more experienced, and they reported using more teacher-centred practices compared to teachers in Estonian-speaking schools. The study showed different effects on the outcomes of the children attending classrooms where the study language was Estonian and Russian in solving arithmetic word problems when accounting for the teachers' use of different learner-centred teaching practices in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01