Quality Mathematics Instructional Practices Across High-Achieving Countries: A Hierarchical Linear Modeling Analysis Using TIMSS (Trends in International Mathematics and Science Study) 2011 International Data

• In Event: Poster Session 8
  In Poster Session: Mathematics, Science, and Accountability

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 two-level hierarchical linear modeling. 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

• Qingmin Shi, Nevada State College

• Jian Wang, Texas Tech University

• Shiqi Hao, Michigan Department of Education