Relations between Elementary Mathematics Growth Trajectories and Middle School Mathematics Achievement: Moderating Effects of Student Perception of Teaching Styles

Autor/inn/en	Yeo, Sheunghyun; Shim, Hyejin; Hwang, Sunghwan; Campbell, Tye G.
Titel	Relations between Elementary Mathematics Growth Trajectories and Middle School Mathematics Achievement: Moderating Effects of Student Perception of Teaching Styles
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 6, S.1889-1912 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeo, Sheunghyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10332-z
Schlagwörter	Elementary School Mathematics; Individual Development; Middle School Mathematics; Academic Achievement; Student Attitudes; Teaching Styles; Grade 4; Grade 5; Grade 6; Grade 8; Mathematics Teachers; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Individuelle Entwicklung; Schulleistung; Schülerverhalten; Lehrstil; Unterrichtsstil; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Korea; Republik
Abstract	Mathematics growth trajectory plays a significant role to predict future outcomes and careers. We examined the existence of different growth trajectories in mathematics during the late elementary-school period (from Grades 4 to 6) and the relationship between the trajectory group classification and later mathematics achievement (Grade 8). Then, this study examined the moderating effects of mathematics teachers' teaching styles. Two thousand six hundred eighty students participated in a 5-year longitudinal study in South Korea. Growth mixture modeling provided four distinctive classes of growth trajectories in elementary mathematics achievement, and all classes significantly predicted later achievement in Grade 8. Furthermore, the student's perception of teaching styles revealed different associations with mathematics achievement depending on growth trajectory groups. While direct teaching is positively associated with the high and the average performing groups, dialogic teaching is positively associated with the low performing group. The findings highlighted the growth trajectory is a critical component in predicting later academic achievement and students need appropriate instructional supports. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01