Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong.
Br J Educ Psychol. 2023 Jun;93(2):591-607. doi: 10.1111/bjep.12580. Epub 2023 Jan 6.
Previous research examined the relationship between teaching characteristics and constructs of attitudes towards mathematics (ATM) from the student perspective in isolation.
This study aims to survey the relationship between instructional clarity and classroom management and ATM constructs (i.e., mathematics self-concept, mathematics value, enjoyment and boredom) from the student and teacher perspectives.
The data was gathered from 8698 eighth graders (49.9% girls) and 536 math instructors (70% female) who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 survey in the United States. Students were nested within 537 classrooms in 273 schools.
The multilevel modelling was used to explore the link between instructional clarity and classroom management and ATM constructs.
Instructional clarity and classroom management represented different constructs at the student and class level when combining student and teacher perspectives. Students' reports of the two teaching characteristics revealed significant connections with ATM constructs, particularly with regard to instructional clarity. Whereas, teachers' reports of instructional clarity had no relationships with aspects of ATM. Furthermore, compared with students' ratings, classroom management rated by teachers showed a greater relation with ATM constructs except for boredom.
Combining multilevel analyses with student and teacher evaluations of classroom teaching is a promising endeavour. Students' perceptions of instructional clarity play an influential role in ATM outcomes, while teacher-rated classroom management is of great relevance to ATM constructs (except boredom) than students' reports.
先前的研究分别从学生的角度考察了教学特点与数学态度（ATM）结构之间的关系。
本研究旨在从学生和教师的角度调查教学清晰度和课堂管理与 ATM 结构（即数学自我概念、数学价值观、兴趣和无聊）之间的关系。
数据来自 2019 年参加国际数学与科学趋势研究（TIMSS）的 8698 名八年级学生（49.9%为女生）和 536 名数学教师（70%为女性）。学生被嵌套在 273 所学校的 537 个班级中。
采用多层次模型探讨教学清晰度和课堂管理与 ATM 结构之间的联系。
当结合学生和教师的观点时，教学清晰度和课堂管理在学生和班级层面上代表了不同的结构。学生对这两个教学特点的报告显示与 ATM 结构有显著的联系，特别是在教学清晰度方面。而教师对教学清晰度的报告与 ATM 的各个方面没有关系。此外，与学生的评价相比，教师评价的课堂管理与 ATM 结构的关系更为密切，除了无聊之外。
将学生和教师对课堂教学的多层次分析相结合是一项很有前途的努力。学生对教学清晰度的看法对 ATM 结果有重要影响，而教师评价的课堂管理与 ATM 结构（除了无聊）的相关性比学生的报告更密切。
