Characteristics of Mathematics Teachers With Different Beliefs and the Effects on Students' Achievement in China

• In Event: Studying the Impact of Math and Science Teaching on Students

Abstract

The purpose of this study is to explore characteristics of teachers with different mathematics beliefs and the effects of different types of believes that teachers hold on students’ achievement. Mathematics beliefs of 6,252 teachers were collected through TESD-M questionnaires. Latent profile analysis was used to classify teachers into different types based on their beliefs. Then characteristics of teachers in each type were described. Hierarchical linear model was used to explore the effects of teachers with different beliefs on students’ achievement. Results showed that teachers were divided into three categories and those who hold beliefs with strong process-inquiry and active-learning orientations promote students’ achievement. This study offers insight for teacher preparation and practices in Chinese context.

Authors

• Kexin Qin, Beijing Normal University

• Wang Yehui, Beijing Normal University

• TAO YANG, Beijing Normal University

• Tao Xin, Beijing Normal University