Reform and Traditional Instructional Effects on African and Caucasian Americans’ Mathematics Achievements Using 2007 Trends in International Mathematics and Science Study (TIMSS)

• In Event: Roundtable Session 118
  In Roundtable Session: Effective Mathematics Teaching: Is There a Best Approach?

Abstract

NCTM reform has focused more on promoting higher order skills teaching than traditional approaches which have emphasized basic, procedural skills teaching. This study investigated the relationship between the two types of teaching approaches and the mathematics achievement of African and Caucasian American students. Based on the theories of cultural learning styles and culturally relevant pedagogy, this study specifically examined such a relationship using TIMSS 2007 U.S. eighth grade data. Results from analysis using two-level Hierarchical Linear Modeling (HLM) provided empirical evidence to address the theoretical debates related to NCTM reformed teaching, traditional teaching, cultural learning styles, and culturally relevant pedagogy theories. These findings contribute importantly to the understanding of how to close the Black-White achievement gap.

Authors

• Qiang (Andy) Cheng, The University of Mississippi

• Jian Wang, University of Nevada - Las Vegas

• Emily Lin, University of Nevada - Las Vegas

• Qingmin Shi, University of Nevada - Las Vegas