What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education

Year 2014, Volume: 5 Issue: 4, 286 - 301, 01.12.2014

Dabae Lee Yeol Huh

Abstract

Effort to determine teachers’ effects on student has been continuously made with national data. However, paucity of research has been conducted on how teachers’ instructional strategies impact on student learning with national data, although instructional theories suggest a direct relationship between instructional strategies and learning outcomes. Therefore, the relationship between teachers’ use of instructional strategies and learning outcomes should be examined with national data. This study investigates how much teacher’s instructional strategies explain student learning in mathematics and what instructional strategies are positively related to student learning outcomes. Revised Bloom’s taxonomy was used to define instructional strategies that support different levels of cognitive processes. The U.S. 8th grade mathematics data from the 2007 Trends in International Mathematics and Science Study was analyzed using multilevel modeling. As results, teachers’ instructional strategies explained approximately 12% at the individual level and 17% at the teacher level of the learning outcome. Also, asking student to write equations and functions to represent relationships and to decide on their own procedures for solving complex problems were positively and significantly related to student learning outcomes.

Keywords

Instructional strategies, TIMSS, Mathematics education, Academic achievement, Multilevel modeling

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• Correspondence: Dabae Lee, Doctoral Candidate in the Department of Instructional Systems
• Technology, School of Education, Indiana University, Bloomington, Indiana, USA