Investigation of the Relationship between Factors of the Teacher and Cognitive Performance in Mathematics of Fourth-Grade Elementary School Students in Taiwan from TIMSS 2007

• Main Authors: Huang,Shang-Wen, 黃尚文
• Other Authors: Lin,Pi-Jen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/87648625398308372594

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 98 === This study investigated the relationship between cognitive performance in mathematics of fourth-grade elementary school students and factors of the teacher. 4131 Taiwanese students and their teachers, 174, from TIMSS 2007 were used as research sample of this study. Data of survey for fourth-grade teachers and like true value scores of students’ cognitive performance in mathematics from TIMSS 2007 were used to conduct T-test, Pearson product-moment correlation, and One-Way ANOVA. The factors of the teacher contained three sections: the teacher’s backgrounds, the teacher’s professionalism, and the teaching approaches. Based on the factors of the teacher, the research findings as to significant correlation or difference between the factors of the teacher and students’ cognitive performance in mathematics are described below. 1. The relationship between the teacher’s backgrounds and the students’ cognitive performance in mathematics. a. There is a positive correlation between the teacher’s age and the students’ cognitive performance in mathematics. b. There is a positive correlation between the teacher’s seniority and the students’ cognitive performance in mathematics. c. There is a significant difference between the teacher’s gender and the students’ cognitive performance in mathematics. The female is significantly better than the male. 2. The relationship between the teacher’s professional development and the students’ cognitive performance in mathematics. a. There is a positive correlation between the interaction between the teachers, that is, “discussions about how to teach a particular concept,” and the students’ cognitive performance in mathematics. b. There is a positive correlation between the factor of teacher’s participation in the workshops such as “mathematic curriculum” and “Improving students’ critical thinking or problem solving skills” and the students’ cognitive performance in mathematics. In addition, there is a positive correlation between the factor of teacher’s participation in different varieties of the workshops and the students’ cognitive performance in mathematics. 3. The relationship between the teaching approaches and the students’ cognitive performance in mathematics. a. There is a positive correlation between the frequency of implementing of problem solving ability development activities such as “explain their answers in mathematics” and “relate what they are learning in mathematics to their daily life” and the students’ cognitive performance in mathematics. b. There is a positive correlation between the content of the instruction such as “Write equations for word problems” and the students’ cognitive performance in mathematics.