Teacher Knowledge, Cultural Context, and Effective Small-Group Work in Mathematics

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-3 - Examining Trends From Assessments in Mathematics

Abstract

Drawing on theory on teacher knowledge and the influence of cultural identity and broader cultural context on the effectiveness of instructional practice, this paper uses data from TIMSS 2007 8th grade mathematics to trace the relationship between frequency of instructional use of small groups and student math achievement. The analysis also investigates possible moderating effects of teacher knowledge in the form of a mathematics or math education degree on the link between small group work and achievement. Results from four countries with dominant cultural values along two dimensions (collectivist-individualist, hierarchical-egalitarian) are compared. There were no overall effects of small group work on math achievement, but stronger teacher content knowledge and hierarchical cultural may moderate the relationship.

Author

• Elizabeth McEneaney, University of Massachusetts - Amherst