Comparing Mathematics Instructional Practices Reported by Teachers, Students and External Raters Using GTI (Global Teaching Insights) Shanghai Data

• In Event: Data Literacy and Technology in Mathematics Education

Abstract

This study examined the alignment and predictive power of instructional practices as reported by teachers, students, and external raters by using the Shanghai data of Global Teaching Insights (GTI) study. Results from confirmatory factor analysis and ordinary least square regression indicate that the same four conceptual components were identified in the instructional practices reported by teachers and their students. Notably, the cognitive activation and classroom discourse factors in the data reported by teachers and students emerged as the most significant predictor of students’ post-test score respectively. While the alignment between ratings reported by students and external raters was the highest, student ratings of their mathematics teachers’ instructional practices demonstrated the highest predictive power for students’ post-test score. Implications were discussed.

Authors

• Qiang Andy Cheng, University of Mississippi

• Jinkun Shen, University of Nevada - Las Vegas

• Shaoan Zhang, University of Nevada - Las Vegas