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ERIC Number: ED431011
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Different Pedagogical Approaches on Mathematics Students' Achievement.
Walker, Cindy M.
The primary objective of this research was to examine the relationship between student achievement in mathematics and pedagogical approach used by middle school mathematics teachers in the United States who participated in the Third International Mathematics and Science Study. In this research, student achievement was explored at the item, rather than test, level with the thought that differences might be found only at this micro level. It was hypothesized that middle school mathematics students whose teachers utilized a more student-centered, or constructivist, pedagogical approach would have a higher probability of obtaining the correct answer to mathematics items that measured conceptual, rather than procedural, understanding. This hypothesis was explicitly tested using differential item functioning analyses. Results support the hypothesis, although not as strongly as had been expected. An appendix contains the teacher survey. (Contains 3 tables, 1 figure, and 10 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study