Effects of Teaching and Learning Models on Mathematics Achievement in China: A Meta-Analysis

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Instructional Practices in Mathematics

Abstract

The innovation of teaching and learning models has been a common theme among these meta-analyses in the field of mathematics education. However, no published study has reviewed the effects of instructional models on mathematics achievement in mainland China. This review is intended to examine effects of instructional models on mathematics performance in mainland China. Using rigorous inclusion criteria, we identified 114 studies and seven frequently-used instructional models in grades 1-12. All seven models had significant effects on improving mathematics achievement. Our findings implicate that the traditional teaching model needs to be changed in mainland China. The impact of study features and the limitations of this review were also discussed.

Author

• Chen Xie, East China Normal University