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

Dabae Lee; Yeol Huh

doi:10.30935/cedtech/6131

Dabae Lee ¹ ^*, Yeol Huh ¹

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CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 286-301

https://doi.org/10.30935/cedtech/6131

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Abstract

Effort to determine teachers’ effects on student 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 student 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.

Keywords: Instructional strategies, TIMSS, Mathematics education, Academic achievement, Multilevel modeling

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Citation

Lee, D., & Huh, Y. (2014). What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education. Contemporary Educational Technology, 5(4), 286-301. https://doi.org/10.30935/cedtech/6131

Lee, D., and Huh, Y. (2014). What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education. Contemporary Educational Technology, 5(4), pp. 286-301. https://doi.org/10.30935/cedtech/6131

Lee D, Huh Y. What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education. CONT ED TECHNOLOGY. 2014;5(4), 286-301. https://doi.org/10.30935/cedtech/6131

Lee, Dabae, and Yeol Huh. "What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education". Contemporary Educational Technology 2014 5 no. 4 (2014): 286-301. https://doi.org/10.30935/cedtech/6131

Lee, Dabae et al. "What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education". Contemporary Educational Technology, vol. 5, no. 4, 2014, pp. 286-301. https://doi.org/10.30935/cedtech/6131

Lee D, Huh Y. What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education. CONT ED TECHNOLOGY. 2014;5(4):286-301. https://doi.org/10.30935/cedtech/6131