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ERIC Number: ED443887
Record Type: Non-Journal
Publication Date: 2000-Apr-26
Pages: 15
Abstractor: N/A
Reference Count: N/A
Measuring NCTM-Recommended Practices and Student Achievement with TIMSS.
Tomoff, Joan; Thompson, Marilyn; Behrens, John
Data from Population 2 of the Third International Mathematics and Science Study (TIMSS) were used to explore relations between teacher classroom practices and student achievement. The sample consisted of 3,400 students and their 319 teachers. Principal components analysis focused classroom practices into four factors: (1) project creation; (2) group work; (3) drill and practice; and (4) textbook use. Hierarchical linear models were estimated to evaluate relationships between these factors and student mathematics test scores. Frequencies of project creation and of group work, two practices recommended by the National Council of Teachers of Mathematics (NCTM), were unrelated to scores on both a problem-solving subtest and the entire mathematics achievement test. Among the more traditional practices, the drill and practice factor had a negative relationship with overall test score, while working from a textbook was positively related to overall achievement. A student-level variable, highest parental educational attainment, was the strongest predictor of achievement scores. (Contains 5 tables and 16 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
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