[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599737-105":59,"doc-detail-599737-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","what-timss-tells-us-about-instructional-practice-in-k-12-mathematics-education","What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education","","Effort to determine teachers’ effects on student has been continuously made with national data, yet limited research has used international or national datasets to connect teachers’ instructional strategies to mathematics learning outcomes. This study examines how much teachers’ strategies explain student learning in mathematics using U.S. 8th grade TIMSS 2007 data and multilevel modeling. Results show about 12% variance explained at the individual level and 17% at the teacher level, with positive associations for writing equations/functions and choosing procedures for complex problems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-timss-tells-us-about-instructional-practice-in-k-12-mathematics-education/599737/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-timss-tells-us-about-instructional-practice-in-k-12-mathematics-education/599737.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about instructional practice in K-12 mathematics?","Question",{"text":112,"@type":113},"It examines how teachers’ instructional strategies relate to student learning outcomes in mathematics and which strategies are positively associated with achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which dataset and modeling approach are used?",{"text":117,"@type":113},"The study analyzes U.S. 8th grade mathematics data from TIMSS 2007 using multilevel modeling.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instructional strategies show significant positive links to student learning outcomes?",{"text":121,"@type":113},"Asking students to write equations and functions to represent relationships and letting students decide their own procedures for solving complex problems are positively and significantly related to learning outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599737,1792190215,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","What TIMSS Tells Us about Instructional Practice in K-12  \nMathematics Education  \nDabae Lee & Yeol Huh  \nIndiana University, United States  \nAbstract  \nEffort to determine teachers’ effects on student has been continuously made with national data. However, paucity of research has been conducted on how teachers’ instructional strategies impact on student learning with national data, although instructional theories suggest a direct relationship between instructional strategies and learning outcomes.  \nTherefore, the relationship between teachers’ use of instructional strategies and learning outcomes should be examined with national data. This study investigates how much teacher’s instructional strategies explain student learning in mathematics and what instructional strategies are positively related to student learning outcomes. Revised Bloom’s taxonomy was used to define instructional strategies that support different levels of cognitive processes. The U.S. 8th grade mathematics data from the 2007 Trends in International Mathematics and Science Study was analyzed using multilevel modeling. As results, teachers’ instructional strategies explained approximately 12% at the individual level and 17% at the teacher level of the learning outcome. Also, asking student to write equations and functions to represent relationships and to decide on their own procedures for solving complex problems were positively and significantly related to student learning outcomes.  \nKeywords: Instructional strategies; TIMSS; Mathematics education; Academic achievement;  \nMultilevel modeling  \nIntroduction  \nMathematical thinking, literacy, and skills have long received a heavy emphasis in K-12 education in the U.S. The Act of No Child Left Behind mandates all states to periodically assess and report students’ academic performance in mathematics as well as in reading and writing. However, the academic performance of the U.S. students has not shown much improvement over time. Especially, academic performance of 8th grade students has been around the international average since 1995, in international assessments including The Trends in International Mathematics and Science Study (TIMSS) (National Center for Education Statistics, n.d. ) .  \nPolicymakers’ interest in reforming teaching has created a demand for data on K-12 teachers’instructional practices and their impacts on student learning. Effort to determine teachers’ effects on student has been continuously made with national data (e.g., Chetty, Friedman, & Rockoff,  \n2011; D. P. Mayer, 1999; National Mathematics Advisory Panel, 2008; Rowan, Correnti, & Miller, 2002) . However, such effort has been focused on teachers’ content knowledge, academic background, professional experience, and professional development activities. There is little research conducted on how teachers’ instructional strategies impact on student learning with national level data, although instructional theories suggest that there is a direct relationship between instructional strategies and learning outcomes (Merrill & Boutwell, 1973; Merrill, Olsen,& Coldeway, 1976; Merrill, Tennyson, & Posey, 1992; Merrill & Wood, 1974; Reigeluth, 1999; Reigeluth & Merrill, 1979) . Therefore, it is important to examine how teachers’ instructional strategies in their classrooms are related to student learning outcomes using national level data.  \nTIMSS provides data on academic achievement in mathematics and science of 4th and 8th grade students with teachers’ instructional practices that are internationally comparable. In this study, we examined how much teachers’ instructional practices explain learning outcomes in mathematics of the U.S. 8th grade students and how each instructional strategy is related to academic achievement.  \nLiterature Review and Theoretical Framework  \nNumerous scholarly efforts were made in examining teachers’ effects on student learning outcomes. For example, Borich (1996) examined how teachers’ high expectations of the","cbCaim0yPAFGOB2M","https://ap.wps.com/l/cbCaim0yPAFGOB2M","pdf",759132,16,"English","# Abstract\n# Introduction\n# Literature Review and Theoretical Framework","[{\"question\":\"What does the study investigate about instructional practice in K-12 mathematics?\",\"answer\":\"It examines how teachers’ instructional strategies relate to student learning outcomes in mathematics and which strategies are positively associated with achievement.\"},{\"question\":\"Which dataset and modeling approach are used?\",\"answer\":\"The study analyzes U.S. 8th grade mathematics data from TIMSS 2007 using multilevel modeling.\"},{\"question\":\"Which instructional strategies show significant positive links to student learning outcomes?\",\"answer\":\"Asking students to write equations and functions to represent relationships and letting students decide their own procedures for solving complex problems are positively and significantly related to learning outcomes.\"}]","What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education | PDF",1792089343]