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ERIC Number: ED456133
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
Relationship between Constructivist Teacher Beliefs and Instructional Practices to Students' Mathematical Achievement: Evidence from TIMMS.
Gales, Mary Jane; Yan, Wenfan
This study examined the relationship between teachers' beliefs and instructional practices and the mathematics achievement of their students. Data from the Third International Mathematics and Science Study (TIMSS) were used to examine whether behaviorist and constructivist teachers had different beliefs about student learning and whether teachers with behaviorist and constructivist views used different instructional practices in the classroom. Whether there was difference in students' learning based on the beliefs and instructional practices of their teachers was also studied. Questionnaires related to teacher beliefs and practices were completed by 527 mathematics teachers representing 10,970 students. Results indicate that certain teacher beliefs are indicative of a behaviorist pedagogy, and other beliefs are found for teachers who believe in a constructivist pedagogy. A hierarchical linear regression analysis was run on the teachers' beliefs and practices using student scores in mathematics as the dependent variable. The type of community in which a student lived had an effect on student achievement, but the impact of community on student achievement disappeared once behaviorist teachers' beliefs were taken into account. The data also displayed a statistically significant negative relationship between constructivist teachers' beliefs that mathematics is a practical, structured, and formal guide for addressing real world situations and students' achievement. Implications of these findings are discussed. (Contains 5 tables and 15 references.) (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