Classroom management practices and their associations with children’s mathematics skills in two cultural groups

Abstract

The aim of the study was to examine the extent to which contextual factors predict children’s mathematics skills in different cognitive domains. The sample consisted of 1734 students from 26 Estonian- and 17 Russian-language schools in Estonia. Mathematics and non-verbal reasoning tests were carried out at the beginning of the third grade. In addition, teachers were asked about their classroom management practices. The results of multilevel modelling showed that applying supportive practices in the classroom contributes to higher achievement in mathematics. Teachers from Estonian- and Russian-language schools were also found to differ with regard to their management practices, and these practices were shown to have different effects on children in Estonian- and Russian-language schools in terms of mathematics achievement.

Keywords:

• academic achievement
• primary education
• mathematics
• management practices
• ethnic minority

Acknowledgements

The data collection and writing of the paper were supported by the Estonian Ministry of Science and Education [grants 3-2/TA5966, 10.1-8.1/1794, IUT3-3], by the European Social Fund Programme Eduko (via Archimedes Foundation) [grant 30.2-4/549] and by the European Social Fund project 1.2.0401.09-0070.