Math Teachers' Beliefs and Classroom Practices: Effects on High School Student Achievement

• In Event: Moscone Center West Roundtable Session 10
  In Roundtable Session: Explorations of Self-Efficacy in Teacher Education and Student Achievement

Abstract

High school students’ math competency is imperative to attaining further educational and career success, so it is important for educators to ascertain effective strategies to increase their performance. Using HSLS:2009 data, the purpose of this quantitative study is to learn how teacher and student characteristics affect the math achievement of U.S. 9th graders. First, findings indicated that student SES and math self-efficacy are significant in determining their achievement. Second, number of years of math-teaching experience, having high school teaching certification, and recognizing the high academic standards and expectations in school are teacher factors with positive effects on achievement. Third, classroom practices emphasizing analytic skills development contribute positively to student mathematics achievement, while emphasis on computational skills decreases achievement.

Authors

• Marisa Belin Saenz, The University of Texas - Arlington

• Vandana Nandakumar, The University of Texas - Arlington

• Maria Adamuti-Trache, The University of Texas - Arlington