Teacher effects on cognitive and affective pupil outcomes in elementary school mathematics

Some writers contend that there is a degree of incompatibility in maximizing both desired cognitive and affective outcomes in pupils. In direct conflict is the contention expressed in literature relating to elementary school mathematics that the promotion of desired cognitive outcomes (or achievement) in pupils is dependent on the prior promotion of desired affective outcomes, such as favorable attitudes toward the subject, and furthermore, that teachers not possessing the desired cognitive and affective attributes may be unable to inspire them in their pupils. The validity of these contentions was assessed by administering mathematics attitude and achievement tests to final-year student teachers and to the 850 pupils (4th-6th grade) of 48 of these teachers during the following year. Statistical analyses were used to investigate teacher-pupil relationships. Findings indicate that high achievement and high attitudes in teachers were each signficantly related to high achievement in pupils but were also related to the least favorable pupil attitudes toward the subject. (22 ref)