How to begin a new topic in mathematics: Does it matter to students' performance in mathematics?

Xin Ma, Constantinos Papanastasiou

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

The authors use Canadian data from the Third International Mathematics and Science Study to examine six instructional methods that mathematics teachers use to introduce new topics in mathematics on performance of eighth-grade students in six mathematical areas (mathematics as a whole, algebra, data analysis, fraction, geometry, and measurement). Results of multilevel analysis with students nested within schools show that the instructional methods of having the teacher explain the rules and definitions and looking at the textbook while the teacher talks about it had little instructional effects on student performance in any mathematical area. In contrast, the instructional method in which teachers try to solve an example related to the new topic was effective in promoting student performance across all mathematical areas.

Original languageEnglish
Pages (from-to)451-480
Number of pages30
JournalEvaluation Review
Volume30
Issue number4
DOIs
StatePublished - Aug 2006

Keywords

  • Instructional effects
  • Instructional methods
  • Mathematics achievement
  • New topics

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Social Sciences (all)

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