Page 57 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Impact of child and teacher factors on mathematical development
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Table 4 Teacher Competencies as Predictors of Mathematical Development
Intercept
Prior achievement
125.81*** (1.52)
237.77*** (1.10)
38.41*** (13.70) 0.83*** (0.02) -11.34 ** (3.66)
68.52 *** (5.83) 0.78*** (0.03) -10.65*** (3.02)
38.08*** (2.79) 0.83*** (0.02)
66.36*** (5.33) 0.79*** (0.02)
Math. teaching behavior
-14.98* (7.28) -13.85 -6.43 (6.45) 0.57 0.22 (4.24) -3.66
(9.12) (6.02) (4.12)
Math. teaching knowledge
-3.64 (3.11) 2.56 (2.10)
8.85*** (2.55)
Math. teaching self- efficacy
-5.29 **
(1.70)
Intercept variance class
36.85 (24.29) 0.00
(0.00)
Prior achievement
0.00 (0.00) 0.00 0.00 (0.00) 916.79
(0.00) (545.56)
Math. teaching behavior Variance
Math. teaching knowledge Variance
0.00 (0.00) 0.00 0.00 (0.00) 0.00
(0.00) (0.00)
Math. teaching self- efficacy Variance
Variance part. ICC
0.10 5210.83
0.26 5400.14
0.10 4517.05
0.21 4632.60
0.11 0.27 4473.74 4479.27
-2 Log Likelihood
Model 1 AF Unconditional
Model 1 PS Model 2 AF Level Model 2 PS Level Unconditional 1 Full model 1 Full model
Model 4 AF Level 2 (class)
Model 4 PS Level 2 (class)
Note: * p < .05, ** p < .01, *** p < .001.
AF = Arithmetic Fluency; PS = mathematical Problem-Solving; Math. = mathematical/mathematics
Regression coefficients (fixed effects)
Variance components (random effects)