Reformed Teaching and U.S. Students’ Mathematics Performance in TIMSS (Trends in International Mathematics and Science Study) 2007 and 2003: A Two-Level Hierarchical Linear Modeling Analysis

• In Event: Roundtable Session 15
  In Roundtable Session: Research on the Use of Learning Progressions, Formative Assessments, and Motivation in Mathematics and Science Assessment and Learning

Abstract

This study examines the relationship between reformed teaching and the mathematics achievements of U.S. students as a group and across different racial groups (Caucasian, African American, Hispanic, and Asian American) using TIMSS 2003 and 2007 eighth-grade datasets. Framed through the line of theoretical debate between reformed teaching and culturally relevant pedagogy regarding how to teach school mathematics to U.S. students, this study examined such relationship using a two-level hierarchical linear modeling (HLM). The results showed that reformed teaching related differently to the mathematics achievements of U.S. students as a group and across different racial groups in the two waves of TIMSS data, which provides important implications for how to teach mathematics to racially diverse students.

Authors

• Qiang (Andy) Cheng, The University of Mississippi

• Jian Wang, Texas Tech University