The Role of Instructional Practices and Socioeconomic Status in U.S. Fourth-Grade Mathematics Achievement on TIMSS (Trends in International Mathematics and Science Study) 2011

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-3 - Answering Important Questions About Mathematics Teaching and Learning

Abstract

This study explored the relationship between classroom instructional approaches used in mathematics education (i.e., instructions that encourages passive and active learning in students) and math achievement in fourth graders using TIMSS 2011 US data. Hierarchical linear models were established to examine the main effects and combined effects of instruction and socio-economic status (SES) on students’ math achievement. The results showed that SES was a significant positive predictor of fourth graders’ math achievement. Passive learning instructions were negatively associated with math achievement. The main effect of active learning was not statistically significant. However, cross-level interactions between SES and active learning instruction achieved significance, which suggested that active learning instructions might enhance the beneficial impact of high SES on students’ math achievement.

Authors

• Fei Chen, University of North Carolina - Chapel Hill

• Angela M. Lui, University at Albany/SUNY