Enhancing Mathematics Education: Regional Insights on Formative Instructional Practices
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Resumo
While formative instructional practices are increasingly recognized as essential in mathematics teaching, the literature also documents significant challenges and insufficient implementation of these practices by teachers. This study expands the definition of formative instructional practices beyond formative assessment to include a more holistic set of actions typically performed by mathematics teachers. It explores the impact of these practices on teaching mathematics among the intermediate, high, and advanced levels-scoring countries participating in TIMSS (2019). Using Multilevel-Path-Analysis, the study examines the relationship between formative instructional practices, learning opportunities, and students' mathematics achievement and self-confidence at both primary and secondary levels. The findings reveal that while the influence of learning opportunities on achievement and self-confidence varies across countries, formative instructional practices, particularly instructional clarity, positively influence student confidence and mathematics achievement. This positive influence persists even after controlling for various factors, including socioeconomic status, highlighting the essential role of formative instructional practices in instructional quality.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM: Mathematics Education, v. 57, n. 6, p. 1207-1221
- Editora
- Springer Science+Business Media
- Ano
- 2025 (2025-07-02)
- Idioma
- en
- Palavras-chave
- Mathematics Education; Educational Practices; Mathematics Instruction; Teaching Methods; Foreign Countries; Mathematics Achievement; Self Esteem; Educational Quality; Achievement Tests; Elementary Secondary Education; Mathematics Tests; Science Achievement; International Assessment; Science Tests; instructional clarity; learning opportunities; student self-confidence in mathematics; TIMSS 2019; K-12 education; cross-national comparison; socioeconomic status; teaching quality
- Temas
- Avaliação
- DOI
- 10.1007/s11858-025-01711-1
- ISSN
- 1863-9690, 1615-679X, 1863-9704
- Licença
- other-oa
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TATTO, María Teresa; CHEN, Zhijun; HERNANDEZ, Andres Sandoval. Enhancing Mathematics Education: Regional Insights on Formative Instructional Practices. ZDM: Mathematics Education, v. 57, n. 6, p. 1207-1221, 2025. DOI: https://doi.org/10.1007/s11858-025-01711-1.
APA
Tatto, M. T., Chen, Z., & Hernandez, A. S. (2025). Enhancing Mathematics Education: Regional Insights on Formative Instructional Practices. ZDM: Mathematics Education, 57(6), 1207-1221. https://doi.org/10.1007/s11858-025-01711-1
BibTeX
@article{tatto2025,
author = {Tatto, María Teresa and Chen, Zhijun and Hernandez, Andres Sandoval},
title = {Enhancing Mathematics Education: Regional Insights on Formative Instructional Practices},
year = {2025},
journal = {ZDM: Mathematics Education},
volume = {57},
number = {6},
pages = {1207-1221},
publisher = {Springer Science+Business Media},
doi = {10.1007/s11858-025-01711-1},
language = {en}
}RIS
TY - JOUR AU - Tatto, María Teresa AU - Chen, Zhijun AU - Hernandez, Andres Sandoval TI - Enhancing Mathematics Education: Regional Insights on Formative Instructional Practices PY - 2025 JO - ZDM: Mathematics Education VL - 57 IS - 6 SP - 1207 EP - 1221 DO - 10.1007/s11858-025-01711-1 LA - en ER -
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