ABSTRACT
This chapter presents the cognitive outcomes in mathematics and explores the teaching-learning mechanisms underpinning strong achievement in mathematics. Focal mathematics is one of the most challenging topics in primary mathematics – rational numbers and proportional reasoning. The Rasch analysis results show that the data fit the model adequately (infit MNSQ ⊰ [0.7, 1.3]). The results show that master mathematics teachers’ students have relatively high correct rates on each of the 28 items. The multilevel analysis shows that 29% of variance in mathematics achievement is situated at the teacher level. Controlling for age, gender and SES, we found the quality of mathematics teaching as measured with the MQI or the quality of teaching as measured with the ISTOF explains 15% to 16% of variance at Level 2. Multilevel structural equation modelling indicates that metacognitively oriented teaching (ISTOF5) significantly affects achievement in mathematics through its effect on metacognitive performance.
