課室教學活動對數學學習成就解釋力之探討：以TIMSS2007臺灣資料為例

Relationships between instructional factors and mathematics achievement of students in Taiwan: An analysis of TIMSS 2007

有效的課室教學活動可以提升學生的數學學習成就。基於如何促進學生數學能力的改善或提升，TIMSS在教師問卷以及學生問卷當中均進行了課室教學活動的調查，包含相關數學主題、問題解決、家庭作業、以及計算機與電腦的使用等等。本研究利用TIMSS2007的學生和教師問卷中的數學教學活動量表，探索有效的教學活動指標，並比較教師和學生問卷二者的差異。分析結果指出，從學生問卷萃取所得的課室教學活動指標較為合適，而且這些課室教學活動指標能解釋高比例的校際與校內變異，以及有效的預測學生成就。

To place students' mathematics achievement results in instructional contexts, it is necessary to precisely analyze the relationships between classroom instructional activities used in teaching and learning mathematics and achievements. Because of the high interest in improving students' ability in mathematics, TIMSS asked students and teachers about how often students were asked to do certain activities related to mathematics topics, problem-solving, calculator and computer use, role of homework, and assessment used in class. Thus, the purpose of this study is focused on constructing effective predictive classroom activities based on both student and teacher questionnaires in TIMSS 2007 survey of Taiwan. The results show that it is more appropriate to apply mathematics instructional activities from student self-report to explore the relationships between the instructional factors and achievements. Furthermore, these instructional activities can explain a large proportion of between school variations and within schools variations as well as can be very unique variables to predict student achievements.