The aim of this study was to identify the profiles of approaches to e-teaching and general teaching (g-teaching) and to explore the differences between the profiles in terms of student mathematical cognition and affect. Latent profile analysis (LPA) was applied to evaluate 3,978 Taiwanese 15-year-old students’ perceived e-teaching and g-teaching behaviors (formative assessment, student orientation, and teacher direction) in mathematics classrooms. LPA identified four e/g-teaching profiles: parsimony, conservation, moderation, and liberal. Multivariate analysis of variance (MANOVA) and post hoc tests were used to examine profile differences in each element of cognition and affect; structural equation modeling (SEM) was used in latent constructs of cognition and affect. The combined MANOVA and SEM results indicated that moderation e/g-teaching benefits both cognition and affect, parsimony benefits cognition at the expense of affect, and both conservation and liberal benefit affect.
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Identifying Effective E-Teaching and General Mathematical Teaching Profiles to Predict Student Mathematical Cognition and Affect
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