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An IERI – International Educational Research Institute Journal

Table 8 Variance in mathematics achievement explained by the measures of teaching for conceptual understanding

From: Teaching for conceptual understanding: A cross-national comparison of the relationship between teachers’ instructional practices and student achievement in mathematics

    

Covariates-Only Model

Model 1

Model 2

Model 3

Model 4

Model 5

Model 6

Interpret data

Write equations

Apply facts

Relate learning

Decide on procedures

Work on problems

U.S.

Variance Available:

 

% Explained:

       

….within schools

57.1%

…within schools

38.4%

38.4%

38.4%

38.4%

38.4%

38.4%

38.4%

….btn schools (ICC)

42.9%

…btn schools

52.9%

52.8%

57.1%

52.8%

52.6%

54.2%

53.2%

  

….Total

44.6%

44.6%

46.4%

44.6%

44.5%

45.2%

44.8%

Korea

Variance Available:

 

% Explained:

       

….within schools

89.4%

…within schools

40.1%

40.1%

40.1%

40.1%

40.1%

40.1%

40.1%

….btn schools (ICC)

10.6%

…btn schools

68.4%

70.2%

68.3%

68.9%

68.2%

68.2%

68.5%

  

….Total

43.1%

43.3%

43.1%

43.1%

43.1%

43.1%

43.1%

Japan

Variance Available:

 

% Explained:

       

….within schools

80.1%

…within schools

26.4%

26.4%

26.4%

26.4%

26.4%

26.4%

26.4%

….btn schools (ICC)

19.9%

…btn schools

35.1%

34.8%

34.4%

34.6%

34.7%

37.8%

39.5%

  

….Total

28.1%

28.1%

28.0%

28.0%

28.0%

28.7%

29.0%

Singapore

Variance Available:

 

% Explained:

       

….within schools

26.1%

…within schools

22.5%

22.5%

22.5%

22.5%

22.5%

22.5%

22.5%

….btn schools (ICC)

73.9%

…btn schools

75.4%

75.3%

75.4%

75.4%

75.3%

76.0%

76.1%

  

….Total

61.6%

61.5%

61.6%

61.6%

61.6%

62.0%

62.1%

  1. The fixed effects for these models are not shown.