Thinking Skills in Teaching Practices: Relationship with Students' Achievement in Mathematics

Galina Larina and Anastasia Kapuza
Additional contact information
Anastasia Kapuza: http://www.hse.ru/en/staff/akapuza

Voprosy obrazovaniya / Educational Studies Moscow, 2020, issue 1, 70-96

Abstract: Galina Larina - PhD in Education, Research Fellow, Centre for Psychometrics and Measurementin Education. E-mail: larina.gala@gmail.comAnastasia Kapuza - Research Fellow, International Laboratory for Evaluation of Practices and Innovationsin Education. E-mail: akapuza@hse.ruNational Research University Higher School of Economics.Address: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.The present-day knowledge society expects school education to ensure the development of higher-order thinking skills, such as novel problem solving. Experimental evidence shows that such skills can be developed in students by using classroom activities enhancing higher-order cognitive processes more often. However, the impact of such activities on knowledge acquisition in specific disciplines, mathematics in particular, remains unclear. Data obtained in the longitudinal study Trajectories in Education and Careers conducted on a TIMSS-PISA sample is used to evaluate the presence of teaching practices that promote higher- and lower-order thinking in the classroom and the correlations between those strategies, on the one hand, and teacher characteristics and mathematics achievement at the end of 9th grade, on the other hand. Teaching practices of both types were found to be related positively to student achievement in mathematics. Yet, higher-order thinking teaching practices have a stronger positive effect on mathematics achievement gains between 8th and 9th grades, whereas the effects of practices implying lower-order thinking lose their significance or become negative a year later. It is also shown that the use of a specific type of teaching practices is not related to teacher credentialsor qualifications.

Keywords: higher-order thinking skills; secondary school; mathematics; teaching practices; PISA; TIMSS; structural equation modeling (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://vo.hse.ru/data/2020/04/09/1554550168/Larina.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nos:voprob:2020:i:1:p:70-96

Access Statistics for this article

More articles in Voprosy obrazovaniya / Educational Studies Moscow from National Research University Higher School of Economics
Bibliographic data for series maintained by Marta Morozova ().