A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement

In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard certificates. The most conservative estimates show that findings are equivalent to approximately 8 months of additional instruction for students who were taught by teachers with standard certificates. However, the benefits of being taught by a teacher with standard certification did not translate to underrepresented racial groups. Overall, there were several differences in dispositions across certification conditions. With respect to underrepresented racial groups, only one disposition was significantly different across conditions. Teachers with nonstandard certificates reported higher emphasis on increasing mathematics interests. For underrepresented racial groups, relationships between both certification conditions and achievement were underwhelming. Recommendations to improve teacher effectiveness are provided.

Prior Year’s Predictors of Eighth-Grade Algebra Achievement

This study examines the power of cognitive and noncognitive variables to predict students’ performance in algebra. We investigated students’ prior year’s assessment scores and demographic characteristics to predict eighth-grade algebra scores. Using California statewide assessment data, we explored predictive factors in three regression models. These analyses reveal that the seventh-grade mathematics test scores account for 61% of the variance in eighth graders’ algebra test scores. Analyzing subscores of the seventh-grade mathematics test, the assessment content focus of rational numbers is a major predictor, contributing 48% of the variance in eighth graders’ algebra test scores. On the other hand, students’ demographic variables show little predictive power for eighth-grade algebra scores. This study provides empirical evidence for understanding the factors that impact a student’s success in learning algebra.

Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia

This study examined the relationship between algebraic competences and emotional intelligence offirst yearBachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole offirst yearuniversity mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level andfirst yearuniversity level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts.Published online: 30 November 2017