Child-centered and teacher-directed practices in relation to calculation and word problem solving skills.

Abstract This study examined transactional associations between classroom-level math skills and teaching practices. Participants were 523 children from 31 classrooms. Math skills were assessed three times. Teaching practices were observed in Grades 1 and 3. Child-centered practices promoted subsequent calculation skills whereas teacher-directed practices were associated with a lower level of calculation skills. Higher problem-solving skills at Grade 2 predicted more child-centered practices and less teacher-directed practices in third grade. Moreover, calculation skills mediated the effect of child-centered practices on problem-solving skills. The results suggest that teaching practices and math skills are mutually related across the first years of primary school. Highlights • The associations between teaching practices and math skills were examined. • Child-centered practices promoted calculation skills in early years. • Teacher-directed practices were harmful for calculation skills. • Teaching practices were found to depend on collective problem solving skills. • Calculation skills mediated effect of child-centered practices on problem solving. [ABSTRACT FROM AUTHOR]