Correlations between teaching practices and class achievement in introductory algebra

Abstract

Certain teaching practices were found to be linked to the educational achievement of students learning algebra for the first time. Collective teaching was observed with an instrument based on one developed by Stallings (1977). Student achievement appeared related, to some extent, to academic discourse. For this to be the case, this discourse had to come mainly from the teacher who was dispensing instruction, lecturing in a large-group context with or without teaching materials, asking questions, helping the student unable to give a correct answer, or giving feedback. The quantity of such discourse was also important. It appeared that it must be plentiful, but not excessive. Correlations with student achievement of large-group instruction and of instruction where the teacher monitors student work are the main focus of this paper. Student discourse in general, and non-academic discourse in particular, appear to have negative effects on achievement if they become frequent. © 1987.