Formative Strategies for Equity and Quality in Mathematics Education: Global Perspectives on Secondary School Learning

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Formative Assessment, Mathematics Literacy, and Play With Mathematics Tasks (Table 4)

Abstract

This study explores the use of formative assessment practices by mathematics teachers across high-scoring countries participating in TIMSS 2019. Through Multilevel Path Analysis, it examines the relationship between these practices and secondary students' mathematics achievement and beliefs about mathematics. Findings reveal a consistent correlation between students' mathematical beliefs and achievement across all countries. Formative instructional practices positively influence both student beliefs and achievement universally, while the effectiveness of in-class discussions and other formative assessments varies by country. The research underscores the importance of formative instructional practices in promoting educational equity and suggests a need for better teacher preparation in using coherent formative strategies. This study contributes to our understanding of effective teaching practices in mathematics education across diverse cultural contexts.

Authors

• Maria Teresa Tatto, Arizona State University

• Zhijun Chen, University of Bath

• Andres Sandoval-Hernandez, University of Bath