Teaching Behavior and Student Learning Outcomes in Dutch Mathematics Classrooms

W. Tomic

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    Abstract

    In this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as a method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) sucessful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students' attitude toward mathematics.
    Original languageEnglish
    JournalJournal of Educational Research
    Volume82
    Issue number6
    Publication statusPublished - 1989

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    classroom
    Teaching
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    student
    teacher
    learning success
    school grade
    regression
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    Keywords

    • effective teaching behaviors; systematic observation; classroom interaction; frontal instruction; mathematics education; secondary schools; cognitive domain; affective domain

    Cite this

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    title = "Teaching Behavior and Student Learning Outcomes in Dutch Mathematics Classrooms",
    abstract = "In this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as a method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) sucessful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students' attitude toward mathematics.",
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    Teaching Behavior and Student Learning Outcomes in Dutch Mathematics Classrooms. / Tomic, W.

    In: Journal of Educational Research, Vol. 82, No. 6, 1989.

    Research output: Contribution to journalArticleAcademicpeer-review

    TY - JOUR

    T1 - Teaching Behavior and Student Learning Outcomes in Dutch Mathematics Classrooms

    AU - Tomic, W.

    PY - 1989

    Y1 - 1989

    N2 - In this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as a method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) sucessful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students' attitude toward mathematics.

    AB - In this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as a method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) sucessful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students' attitude toward mathematics.

    KW - effective teaching behaviors; systematic observation; classroom interaction; frontal instruction; mathematics education; secondary schools; cognitive domain; affective domain

    M3 - Article

    VL - 82

    JO - Journal of Educational Research

    JF - Journal of Educational Research

    SN - 0022-0671

    IS - 6

    ER -