Relationship among U.S. mathematics teachers’ beliefs, teaching strategies and performance of ninth grade ethnically diverse students



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Teachers’ beliefs about mathematics teaching guided their decisions to choose mathematics teaching strategies, which in turn, presumably shaped the quality of ethnically diverse students’ learning mathematics. This study intended to examine the relationships among teachers’ beliefs of mathematics teaching, mathematics teaching strategies, and ethnically diverse students’ mathematics performance framed with the theories of teacher-centered and student-centered beliefs, procedural and conceptual teaching strategies, and culturally responsive mathematics teaching. It used a quantitative research design based on the data of 2009 High School Longitudinal Study. Confirmatory factor analysis was used to verify single items of mathematics teaching strategies and mathematics teachers’ belief-variables forming into composite variables, canonical correlation analysis to reveal the relationship between teachers’ beliefs, teaching strategies, multiple regression analysis to predict mathematics performance of ethnically diverse by teachers’ belief and teaching strategy. The dissertation found teachers’ teacher-centered beliefs are positively and significantly associated with their focused use of procedural teaching strategy while their student-centered beliefs are positively and significantly related to their focused use of conceptual teaching strategy. The overall influences of teacher beliefs and teaching strategies on students’ mathematical performances and the performances of each of the four ethnic student groups in specific are limited. While teacher-centered or student-centered beliefs influence Asian, Hispanic, and Caucasian American students’ mathematical performance, these beliefs influence little African American students’ mathematical performances. The positive influences of both teachers’ procedural and conceptual teaching strategies on mathematical performances of African and Caucasian American students can be identified. In contrast, teachers’ conceptual teaching strategy is found shaping positively the mathematical performances of Asian and Hispanic American students while their procedural teaching strategy is limited in influencing on the mathematical performances of Asian and Hispanic American students.



Mathematics teachers’ beliefs, Teaching strategies, Diverse student performance