Mathematics teaching quality in classrooms of different compositions in Norway

Resumo

Abstract Educational inequalities are increasing globally, including in Norway. Many studies have highlighted the importance of teaching quality (TQ) in reducing these inequalities. However, it remains unclear how different classroom compositions shape TQ and how TQ is distributed between advantaged and disadvantaged classrooms in Norway. This knowledge is crucial for teacher education and educational policy, especially given that substantial compensatory funding is allocated to schools with high proportions of disadvantaged students. The present study examined the association between classroom composition and TQ in mathematics. We also examined the distribution of TQ and the number of teachers per classroom across classrooms of diverse compositions (in terms of socio-economic status (SES) and immigrant background). Two-level structural equation modelling was used to analyze data from a representative sample of 5th-graders from Norway (N = 3951) and Oslo (N = 922). To contextualize the results in terms of segregation and educational inequality across classrooms, the study also estimated the compositional effects of SES and immigration backgrounds on mathematics achievement across these classrooms. To examine the characteristics of TQ more deeply, we also analyzed video observations from a subsample of 15 Oslo classrooms (121 twenty-minute segments) using the TEDS-Instruct observational instrument. Findings from student questionnaires and the video study were consistent. Low-SES classrooms and those with many immigrants showed higher cognitive activation, a more supportive climate, and more teachers per classroom. In contrast, high-SES classrooms and those with few immigrants exhibited higher levels of classroom management. Implications for teacher education and further research are discussed.

Dados da obra

Tipo

Artigo

Periódico

ZDM, v. 57, n. 6, p. 1191-1205

Editora

Springer Science+Business Media

Ano

2025 (2025-07-30)

Idioma

en

Palavras-chave

mathematics teaching quality; class composition; educational inequality; socioeconomic status; immigrant students; segregation; cognitive activation; classroom climate; classroom management; student-teacher ratio; fifth grade students; teacher professional development; Norway

Temas

Formação de Professores de Matemática

DOI

10.1007/s11858-025-01722-y

ISSN

1615-679X, 1863-9690, 1863-9704

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026