Impact of Teacher Collaboration on Mathematics Instructional Practices and Student Achievement

• In Event: Improving While Working: Developing In-Service Mathematics and Science Teachers

Abstract

Teacher collaboration is seen useful to improve teaching and student learning. This study examined the impact of teacher collaboration on teachers’ mathematics instructional practices and student performance in the US eighth-grade classrooms using TIMSS 2015 data. The results indicated that teachers’ frequent collaboration significantly and positively influenced their procedural based teaching but negatively influenced conceptual based teaching with little influence on student knowing, applying, and reasoning mathematics achievement directly. In addition, conceptual based teaching is more likely shaped by teachers as female and their years of teaching while procedural based teaching can be impacted by teachers as male and their age. Finally, both student socioeconomic status and self-concept positively and significantly influenced student achievement in knowing, applying, and reasoning.

Authors

• Nan Wu, Texas Tech University

• Jian Wang, Texas Tech University