Psychological Development and Education ›› 2007, Vol. 23 ›› Issue (2): 93-99.

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Multilevel Analysis of Effects of Teachers’ Variables on Primary School Students’ Conceptions of Mathematical Learning

LI Qiong1, NI Yu-jing2, XIAO Ning-bo2   

  1. 1. Center of Teacher Education Research, Beijing Normal University 100875;
    2. Department of Educational Psychology, the Chinese University of Hong Kong, Hong Kong
  • Online:2007-04-15 Published:2007-04-15

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Abstract: The study recruited 32 elementary mathematics teachers and 1691 students from the thirty classrooms where the teachers taught. Two measures were used to assess the teachers'subject matter knowledge and pedagogical content knowledge of elementary mathematics. Fifty-five sessions of classroom instruction were videotaped and then were coded in terms of cognitive demands of learning tasks the teachers used and the ways they led classroom discourse. Student mathematical term examination score was measured as learning outcome. Hierarchical Linear Model(HLM) results indicated that teachers' pedagogical content knowledge, the cognitive level of mathematical learning task, and the classroom discourse significantly predicted students' conceptions of mathematical learning;meanwhile, teachers'subject matter knowledge had no significant effect on student achievement of mathematics.

Key words: primary school students, conception of mathematics learning, teacher knowledge, classroom teaching

CLC Number: 

  • G441
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