##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Nov 30, 2019

Shengnan Bai  

Jiwei Han

Canhui Li

Abstract

Based on the TIMSS2015 data, this study applied a hierarchical linear model to explore the influence of teacher variables on students’ mathematics scores. Teacher variables were composed of teacher characteristic variables, teacher teaching variables, and teacher profes-sional development variables. The teacher’s characteristic variables were teaching age, gender, education, mathematics major, and mathe-matics education. Teachers’ teaching variables were teaching expecta-tions, teaching cooperation, teaching enthusiasm, classroom discussion, multimedia use, attention to homework, and emphasis on exams. Teacher professional development variables had mathematics knowledge training, mathematics education training, and mathematics curriculum training. Multi-layer linear analysis found that in the teacher’s charac-teristic variables, the teacher’s teaching age, gender, education, and mathematics major have a significant effect on the students’ mathemat-ics scores; In the teacher’s teaching variables, teachers’ teaching expectations, teaching enthusiasm, class discussion, and multimedia use have a significant impact on students’ mathematics scores. In the teacher professional development variables, participation in mathematics knowledge training and mathematics education training had a significant positive impact on students’ mathematics scores.

##plugins.themes.bootstrap3.article.details##

Keywords

Teacher Characteristic Variables, Teacher Teaching Variables, Teacher Professional Development Variables, Mathematics Scores

References
Bülent, A., & Erden, M.(2006) The effects of primary school teachers’ attitudes towards the mathematics achievement fourth grade students by gender. J Edu Faculty, 8(1): 13-21.

Cao, Y.M., Yu, G.W.(2017) Research on the critical level of the critical pedagogical behaviors in middle school mathematics classroom. J Math Edu, 26(1): 2-6.

Dedrick, R.F.(2009) Multilevel modeling: A review of methodological issues and applications. Rev Edu Res, 79(1): 69-102.

Gao, X., & Zhang, B.(2016) Research on the evaluation and compilation of question strings by high school mathematics teachers. J Math Edu, 25(3): 66-70.

Herlihy, C.(2005) State and local efforts to investigate the validity and reliability of scores from teacher evaluation systems. Teach Coll Rec, 116(1): 463-465.

Huang, H., & Xin, T.(2007) The influence of teacher’s classroom teaching behavior on students’ academic achievements: A cross-cultural study. Psychol Develop Edu ,23(4):57-62.

Huang, X.F., Pang, Y.L., & Li, S.Z.(2009) Inheritance and development of teaching behavior of mathematics classroom teachers-Comparative study of three video lessons. J Math Edu, 18(6): 54-57.

Huang, Y.C.(2016) Four elements of teacher’s classroom teaching behavior. J Math Edu, 25(1): 72-74.

Li, Q., Ni, Y.J.(2006) Multi-level analysis of the influence of teacher variables on pupils’ math learning achievements. J Teach Edu, 18(3): 74-80.

Peterson, P.L., Marx, R.W., & Clark, C.M.(1978) Teacher planning, teacher behavior, and student achievement. Am Edu Res J, 15(3): 417-432.

Walsh-Cavazos, S.A.(1994) Study of the effects of a mathematics staff development module on teachers’ and students’ achievement. Texas Tech Univ, Texas.

Xie, M., Xin, T., & Li, D.W.(2008) The influence of teacher qualification and career development factors on students’ mathematical achievements: A cross-cultural comparison. Stud Psychol Behav, 6(2): 124-129.

Xin, T., Xu, Z., & Tatsuoka, K.(2004) Linkage between teacher quality, student achievement and cognitive skills: A rule-space model. Stud Edu Eva, 30(3): 205-223.

Zhang, W.J.(2010) The influence of teacher variables on mathematical achievements in the fourth grade of primary school: A value-added study. Chin J Edu, 06(2): 69-76.

Zhang, Y.M.(2012) An empirical study of the influence of teacher factors and student factors on students’ academic achievement-A multi-layer linear model analysis based on large-scale test data. J Teach Edu, 24(4):56 -62.

Zhao, J.et al.(2013) The impact of professional development practice of Chinese teachers on student achievement: an analysis based on surveys in five cities. Global Edu Outlook, 42(2): 22-33.

Zhou, C., & Bao, J.S.(2012) The strategy of forming students’ high level mathematical thinking-The viewpoint of frontline teachers. J Math Edu, (4): 37-39.
How to Cite
Bai, S., Han, J., & Li, C. (2019). Research on the Influence of Teacher Variables on Students’ Mathematical Achievements. Best Evidence in Chinese Education, 3(2), 347–360. https://doi.org/10.15354/bece.19.ar1266
Section
Article