Sentence examples for use of instructional practices from inspiring English sources

The descriptive statistics and ANOVAs allowed comparisons among countries with respect to mathematics teachers' use of instructional practices that support conceptual understanding.

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examines eighth grade teachers' use of instructional practices that support students' conceptual understanding, and examines the relationship between those practices and mathematics test scores.

At this stage, the focus of the study also shifted from distinguishing among the groups of countries according to the frequency of use of instructional practices (the contextual variables) to distinguishing among them according to the size and type of relationship between these variables and the learning outcomes.

The descriptive results presented here support the findings from previous studies, including classroom observation studies, that there is variability across countries in teachers' use of instructional practices for supporting conceptual understanding (Hiebert et al., 2005; VanTassel-Baska et al., 2008; Whitman and Lai, 1990).

Plotting graphs of predicted schools' mean mathematics scores at two distal categories on the frequency scale of using these practices (1 and 4) makes it possible to visualize the association between frequent use of instructional practices and the schools' mean mathematics scores.

First, teachers' uses of instructional practices were not associated with students' total mathematics scores in Korea or Japan.

Furthermore, in Korea, more than two-thirds of the small proportion of available variance in mathematics scores between schools was accounted for by the covariates, leaving even less to be explained by differences in teachers' uses of instructional practices.

Toward that end, we aimed to support participants' learning to notice classroom interactions in different ways as well as identify and use a set of instructional practices (referred to as the "factors"; Stein, Grover, & Henningsen, 1996) that research suggests help to maintain high levels of student thinking and reasoning while students work on cognitively demanding tasks.

From a research perspective, these profiles can be used to characterize the state of instructional practices in various STEM disciplines and measure the extent of changes in instructional practices as a result of instructional reforms.

The focus of this research was on developing a deeper understanding of the types of instructional practices, particularly practices supporting conceptual understanding, used by U.S. teachers compared to teachers in a subset of higher-performing East Asian countries, and to examine whether those instructional practices were related to students' mathematics test scores.

Our results lay important groundwork for such a study by identifying components of teacher knowledge that can the focus of investigations of instructional practices and specific knowledge teachers bring to bear in planning and using those practices.