Relationship Among Teacher Collaboration, Mathematics Instructional Practices, and Eighth-Grade Student Achievement in the United States

• In Event: Teaching and Learning in Math and Science Teacher Education

Abstract

Teacher collaboration is seen useful to improve teaching practices which is central to student learning. This study examines the impact of teacher collaboration on teachers’ conceptand procedure-based practices, and the influences of the two instructional practices on eighth-grade student mathematics knowing, applying, and reasoning achievement in the United States using TIMSS 2015 data. The results indicated that teachers’ frequent collaboration significantly and positively influenced their procedure-based teaching but negatively influenced concept-based teaching. In addition, no significant relationships could be identified between any of instructional approaches and student achievement in knowing, applying, and reasoning. However, student socioeconomic status and mathematics self-concept exerted significant and positive influences on student achievement.

Authors

• Nan Wu, Jiangsu Normal University
  Presenting Author

• Jian Wang, Texas Tech University
  Presenting Author

• Lu Guo, Sam Houston State University
  Presenting Author