Teacher effects on student fraction proficiency in primary education

Research output: Contribution to conferencePaperAcademic

Abstract

In this study, we investigated which teacher factors have an effect on student proficiency regarding fractions in Grade 5 of Dutch primary education. Teacher characteristics pertaining to three perspectives on effective teaching were included: teachers’ background characteristics, their knowledge and conceptions regarding the subject they are teaching, and their teaching behavior. Multilevel analyses showed a complex picture in which teachers’ age and experience in the upper grades, their knowledge, the richness of the mathematics in their lessons, and the degree of student participation in their lessons played a role. The effects we found were statistically significant but small. The results showed that teacher characteristics from all three perspectives mattered for student fraction proficiency.
Original languageEnglish
Publication statusPublished - 2016
Event2016 Annual Meeting American Educational Research Association (AERA), April 8-12, 2016, Washington, DC, USA: Public Scholarship to Educate Diverse Democracies - Walter E. Washington Convention Center and Marriott Marquis Hotel, Washington, DC, United States
Duration: 8 Apr 201612 Apr 2016
Conference number: AM16
https://convention2.allacademic.com/one/aera/aera16/

Conference

Conference2016 Annual Meeting American Educational Research Association (AERA), April 8-12, 2016, Washington, DC, USA
Abbreviated titleAERA 2016
CountryUnited States
CityWashington, DC
Period8/04/1612/04/16
Internet address

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