Abstract
Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well. DOI : http://dx.doi.org/10.22342/jme.8.2.4066.115-132
Highlights
Abstrak Penelitian ini mengeksplorasi profil praktik instruksional yang dilaporkan oleh guru matematika berkemampuan tinggi dan rendah di seluruh Amerika Serikat (AS), Finlandia, Korea, dan Rusia menggunakan data Trends in International Mathematics and Science Study (TIMSS) tahun 2011
Using the international data from Trends in International Mathematics and Science Study (TIMSS) 2011, this study investigates, first, the profiles of mathematics teachers’ instructional practices; and second, whether such profiles vary across the four countries
Results from latent cluster analysis of the data indicate that only one group was generated for the high-performing and low-performing mathematics teachers respectively for the Finish, Korean, and Russian samples
Summary
Abstrak Penelitian ini mengeksplorasi profil praktik instruksional yang dilaporkan oleh guru matematika berkemampuan tinggi dan rendah di seluruh Amerika Serikat (AS), Finlandia, Korea, dan Rusia menggunakan data TIMSS tahun 2011. Hasil penelitian ini menunjukkan bahwa semua guru matematika di kelompok berkemampuan tinggi dan rendah menggunakan praktik prosedural dan konseptual dalam pengajaran mereka. The existing international comparative studies had quite divergent results for the same practice used by teachers among different countries (e.g., Hamilton & Martinez, 2007) These studies often included the whole student and teacher sample from a certain country without differentiating the high-performing teachers from those low-performing ones in order to provide useful empirical evidence for identifying quality instructional practices (Zuzovsky, 2013). Results from the study can provide useful suggestions for practitioners and policy makers in order to improve mathematics teaching and learning in the US as well as globally
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