Quality Mathematics Teaching Practices Across High-Achieving Countries: An Exploratory Analysis Using TIMSS (Trends in International Mathematics and Science Study) 2011 International Data

• In Event: Teachers’ Instructional Practices and Students’ Mathematics Learning

Abstract

This study explored the types of quality mathematics instructional practices that can promote the mathematics learning of students across 14 countries including the US using TIMSS 2011 eighth-grade dataset. Guided by Goe’s Teaching Quality framework as well as the concepts of conceptual teaching and procedural teaching, this study investigated such quality teaching practices using multiple linear regression analysis. It was found that consistency and variations exist in the types of instructional practices across different countries, which provides important implications for practitioners and policy makers regarding how to improve mathematics teaching and learning in the US as well as in other countries.

Authors

• Qiang (Andy) Cheng, The University of Mississippi

• Jian Wang, Texas Tech University