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<p>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 (<CitationRef CitationID="CR36">2019</CitationRef>). 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.</p>

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Enhancing mathematics education: regional insights on formative instructional practices

  • 期刊论文

  • 发表日期：

    2025年7月2日

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  • Maria Teresa Tatto,
  • Zhijun Chen,
  • Andres Sandoval Hernandez

摘要

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.