Efectos de la experiencia docente y otros contextos en matemáticas de estudiantes en octavo grado

Roberto A. Martínez C.

doi:10.48204/j.tecno.v8n2.a10838

Enviado julio 22, 2026

Publicado 2026-07-30

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Vol. 8 Núm. 2 (2026): Tecnociencia

Efectos de la experiencia docente y otros contextos en matemáticas de estudiantes en octavo grado

Roberto A. Martínez C.⁺⁻

DOI https://doi.org/10.48204/j.tecno.v8n2.a10838

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DOI: 10.48204/j.tecno.v8n2.a10838

Publicado: 2026-07-30

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Martínez C., R. A. (2026) «Efectos de la experiencia docente y otros contextos en matemáticas de estudiantes en octavo grado», Tecnociencia, 8(2), pp. 64–90. doi: 10.48204/j.tecno.v8n2.a10838.

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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Resumen

Esta investigación examinó los efectos de la experiencia docente y factores contextuales en el rendimiento matemático de estudiantes de octavo grado utilizando datos de e-TIMSS 2019. El estudio aplicó Modelos Jerárquicos Lineales (HLM) para analizar el efecto de los años de experiencia docente en 22 países y los efectos del énfasis escolar en el éxito académico y las limitaciones percibidas en la enseñanza debido a las necesidades estudiantiles en ocho países. Los hallazgos revelaron un impacto variado de los años de experiencia docente sobre el rendimiento estudiantil; en países como Taipéi Chino y Turquía, los efectos fueron positivos, mientras que en otros países, como los Emiratos Árabes Unidos, las asociaciones fueron negativas. Los factores contextuales del énfasis escolar en el éxito académico y la menor percepción de necesidades estudiantiles que limitan la enseñanza se asociaron consistentemente de forma positiva con el rendimiento de los estudiantes. En general, los resultados destacaron la posible necesidad de desarrollo profesional continuo y disponibilidad de recursos para optimizar las prácticas docentes. Esta investigación contribuyó a las políticas educativas globales al subrayar los efectos de los factores docentes que podrían influir en el rendimiento matemático de los estudiantes.

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Aru, S. A., & Kale, M. (2019). Effects of school-related factors and early learning experiences on mathematics achievement: A multilevel analysis to analyse the TIMSS data. Journal of Education and Training Studies, 7(4), 259–271. https://doi.org/10.11114/jets.v7i4.3949
Bliese, P. D. (1998). Group size, ICC values, and group-level correlations: A simulation. Organizational Research Methods, 1(4), 355–373. https://doi.org/10.1177/109442819814001
Bliese, P. D. (2016). Multilevel modeling in R: A brief introduction to R, the multilevel package, and the nlme package (Version 2.7). https://cran.r-project.org/web/packages/multilevel/index.html
Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts, and time (pp. 21–50). Springer. https://doi.org/10.1007/978-3-319-41252-8_2
Cheng, C.-Y., Chen, S. Y., & Lin, S. S. J. (2017). Episodic and individual effects of elementary students' optimal experience: An HLM study. The Journal of Educational Research, 110(6), 653–664. https://doi.org/10.1080/00220671.2016.1172551
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673–682. https://doi.org/10.1016/j.econedurev.2007.10.002
Corven, J., DiNapoli, J., Willoughby, L., & Hiebert, J. (2022). Long-term relationships between mathematics instructional time during teacher preparation and specialized content knowledge. Journal for Research in Mathematics Education, 53(4), 277–306. https://doi.org/10.5951/jresematheduc-2020-0036
Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507. https://doi.org/10.3102/00028312037002479
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED521219.pdf
Gravemeijer, K., Stephan, M., Julie, C., Lin, F.-L., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(Suppl 1), 105–123. https://doi.org/10.1007/s10763-017-9814-6
Gustafsson, J.-E., & Nilsen, T. (2016). The impact of school climate and teacher quality on mathematics achievement: A difference-in-differences approach. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes. Relationships across countries, cohorts and time (pp. 81–95). Springer International Publishing Cham. https://doi.org/10.1007/978-3-319-41252-8
Hill, H. C. (2007). Mathematical knowledge of middle school teachers: Implications for the No Child Left Behind policy initiative. Educational Evaluation and Policy Analysis, 29(2), 95–114. https://doi.org/10.3102/0162373707301711
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://doi.org/10.5951/jresematheduc.41.2.0169
Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Palo Alto: Learning Policy Institute. https://learningpolicyinstitute.org/our-work/publications-resources/does-teaching-experience-increase-teacher-effectiveness-review-research.
Lindquist, M., Philpot, R., Mullis, I. V. S., & Cotter, K. (2019). Mathematics performance across national and international contexts: Insights from the TIMSS 2019 assessment. TIMSS & PIRLS International Study Center, Boston College. https://timss2019.org/reports/index.html
Lindström, M., Johansson, S., & Borger, L. (2024). Does formal teacher competence matter for students’ mathematics achievement? Results from Swedish TIMSS 2019. Educational Research and Evaluation. https://doi.org/10.1080/13803611.2024.2367486
Martin, M. O., Mullis, I. V. S., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://timss2019.org/reports/
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage Publications.
?ahin, M. G., & Öztürk, N. B. (2018). How classroom assessment affects science and mathematics achievement?: Findings from TIMSS 2015. International Electronic Journal of Elementary Education, 10(5), 559–569. https://iejee.com/index.php/IEJEE/article/view/466/352
Shuls, J. V., & Trivitt, J. R. (2015). Teacher qualifications and productivity in secondary schools. Journal of School Choice, 9(1), 49–70. https://doi.org/10.1080/15582159.2015.998964
TIMSS & PIRLS International Study Center. (2019). TIMSS 2019 international results in mathematics and science. Boston College, Lynch School of Education and Human Development. https://timss2019.org/reports/
Toropova, A., Johansson, S., & Myrberg, E. (2019). The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry. https://doi.org/10.1080/20004508.2019.1591844

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[1] Aru, S. A., & Kale, M. (2019). Effects of school-related factors and early learning experiences on mathematics achievement: A multilevel analysis to analyse the TIMSS data. Journal of Education and Training Studies, 7(4), 259–271. https://doi.org/10.11114/jets.v7i4.3949

[2] Bliese, P. D. (1998). Group size, ICC values, and group-level correlations: A simulation. Organizational Research Methods, 1(4), 355–373. https://doi.org/10.1177/109442819814001

[3] Bliese, P. D. (2016). Multilevel modeling in R: A brief introduction to R, the multilevel package, and the nlme package (Version 2.7). https://cran.r-project.org/web/packages/multilevel/index.html

[4] Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts, and time (pp. 21–50). Springer. https://doi.org/10.1007/978-3-319-41252-8_2

[5] Cheng, C.-Y., Chen, S. Y., & Lin, S. S. J. (2017). Episodic and individual effects of elementary students' optimal experience: An HLM study. The Journal of Educational Research, 110(6), 653–664. https://doi.org/10.1080/00220671.2016.1172551

[6] Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673–682. https://doi.org/10.1016/j.econedurev.2007.10.002

[7] Corven, J., DiNapoli, J., Willoughby, L., & Hiebert, J. (2022). Long-term relationships between mathematics instructional time during teacher preparation and specialized content knowledge. Journal for Research in Mathematics Education, 53(4), 277–306. https://doi.org/10.5951/jresematheduc-2020-0036

[8] Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507. https://doi.org/10.3102/00028312037002479

[9] Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED521219.pdf

[10] Gravemeijer, K., Stephan, M., Julie, C., Lin, F.-L., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(Suppl 1), 105–123. https://doi.org/10.1007/s10763-017-9814-6

[11] Gustafsson, J.-E., & Nilsen, T. (2016). The impact of school climate and teacher quality on mathematics achievement: A difference-in-differences approach. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes. Relationships across countries, cohorts and time (pp. 81–95). Springer International Publishing Cham. https://doi.org/10.1007/978-3-319-41252-8

[12] Hill, H. C. (2007). Mathematical knowledge of middle school teachers: Implications for the No Child Left Behind policy initiative. Educational Evaluation and Policy Analysis, 29(2), 95–114. https://doi.org/10.3102/0162373707301711

[13] Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://doi.org/10.5951/jresematheduc.41.2.0169

[14] Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Palo Alto: Learning Policy Institute. https://learningpolicyinstitute.org/our-work/publications-resources/does-teaching-experience-increase-teacher-effectiveness-review-research.

[15] Lindquist, M., Philpot, R., Mullis, I. V. S., & Cotter, K. (2019). Mathematics performance across national and international contexts: Insights from the TIMSS 2019 assessment. TIMSS & PIRLS International Study Center, Boston College. https://timss2019.org/reports/index.html

[16] Lindström, M., Johansson, S., & Borger, L. (2024). Does formal teacher competence matter for students’ mathematics achievement? Results from Swedish TIMSS 2019. Educational Research and Evaluation. https://doi.org/10.1080/13803611.2024.2367486

[17] Martin, M. O., Mullis, I. V. S., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://timss2019.org/reports/

[18] Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage Publications.

[19] ?ahin, M. G., & Öztürk, N. B. (2018). How classroom assessment affects science and mathematics achievement?: Findings from TIMSS 2015. International Electronic Journal of Elementary Education, 10(5), 559–569. https://iejee.com/index.php/IEJEE/article/view/466/352

[20] Shuls, J. V., & Trivitt, J. R. (2015). Teacher qualifications and productivity in secondary schools. Journal of School Choice, 9(1), 49–70. https://doi.org/10.1080/15582159.2015.998964

[21] TIMSS & PIRLS International Study Center. (2019). TIMSS 2019 international results in mathematics and science. Boston College, Lynch School of Education and Human Development. https://timss2019.org/reports/

[22] Toropova, A., Johansson, S., & Myrberg, E. (2019). The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry. https://doi.org/10.1080/20004508.2019.1591844

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