The relationship between teaching practices and students' achievement in mathematics in Lesotho

被引：1
|
作者：
Stols, Gerrit [1 ]
Kriek, Eanne [2 ]
Ogbonnaya, Ugorji [3 ]
机构：
[1] Univ Pretoria, Dept Sci Math & Technol Educ, Pretoria, South Africa
[2] Univ South Africa, Inst Sci & Technol Educ, Pretoria, South Africa
[3] Natl Univ Lesotho Int Sch, Rome, Lesotho
来源：
AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION | 2008年 / 12卷
关键词：
D O I：
10.1080/10288457.2008.10740645
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Research has found that teaching practices are a critical factor in promoting student achievement in mathematics and may therefore explain a substantial portion of the variance in student learning and achievement. The aim of this study was to assess the relationship between student achievement in mathematics and teachers' teaching practices in the Maseru District in Lesotho, Southern Africa. A self-report instrument-Mathematics Teaching Opinionate Scale (MaTOS) was used to collect data from 40 Form C (Grade 10) mathematics teachers about their teaching practices. This paper outlines correlations found between specific teaching practices (formal presentation, teacher-guided discussion, group work and homework) and student achievement in mathematics. Possible implications of these correlations are discussed and recommendations for further research are put forward.
引用
收藏
页码：107 / 118
页数：12
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