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2.
The present study explored the relationships between student engagement and mathematics achievement for 295,416 15‐year‐old students from 11,767 secondary schools in 34 countries who participated in the Program for International Student Assessment (PISA) 2012. Affective engagement was measured by students’ mathematics interest (InterestMath) and perceived usefulness of schooling (PerceptionSch), behavioral engagement by behaviors facilitating mathematics learning (BehaviorMath) and participation in mathematics learning activities (ActivitiesMath), and cognitive engagement by openness (Openness) and perseverance (Perseverance) in problem‐solving. Results showed that students who were more engaged had higher levels of academic achievement, with cognitive engagement having the strongest association with achievement. Results also showed that students who were highly engaged in two domains had higher achievement levels than peers who were engaged in only one domain in six pairwise comparisons (InterestMath‐BehaviorMath, InterestMath‐Openness, InterestMath‐Perseverance, PerceptionSch‐BehaviorMath, PerceptionSch‐Openness, PerceptionSch‐Perseverance). These results highlighted the importance of a whole‐school based approach in enhancing student achievement.  相似文献   

3.
Several studies show that university students in Germany still have problems in reasoning mathematically although this already should be fostered at high school since the implementation of standards for school mathematics. Mathematical argumentation is a core competence and highly important, especially in academic mathematics. To foster mathematical argumentation at the beginning of university studies, competence models are needed which give more detailed insights in the skills that are necessary for reasoning. As mathematical argumentation is a complex process, especially at the higher secondary level or at university, many little steps are needed to complete a competence model for argumentation at the secondary–tertiary transition gradually. A possible step can be to initially identify several aspects of mathematical argumentation competence that influence the reasoning quality. The empirical basis for identifying those aspects is a cross-sectional study with 439 engineering students who participate in a transition course in mathematics. We address the following questions: (1) how is the quality of student’s reasoning? (2) Which kind of arguments do students use? (3) What resources do students who reasoned correctly use for solving the problems? (4) Does the content of the tasks play an important role? The results show a great influence of the content on the reasoning quality, especially if the content is abstract or concrete. Argumentation quality of students decreases with an increasing level of abstraction of the content. Furthermore, the results reveal that students often use routines for solving the problems. That indicates that procedural approaches still play an important role in school mathematics. If procedures could be used for solving the tasks, students are more successful. Competence models for mathematical argumentation at the beginning of the tertiary level should, therefore, include these factors.  相似文献   

4.
It has been claimed that writing to learn mathematics (WTLM) may benefit students' conceptual understanding as well as their procedural ability. To investigate this claim, we collected data from students in two sections of an introductory calculus course. In one of the sections, students used WTLM activities and discussed the activities after completing the writing; in the other section, students used similar activities that did not involve writing but engaged them in thinking about the mathematical ideas and in discussing the activities. The errors from the in-class and final exams of both groups of students were categorized and analyzed for information about the students' conceptual and procedural understanding. We found no significant differences between the WTLM group and the non-writing group, which suggests that the real benefit from writing activities may not be in the actual activity of writing, but rather in the fact that such activities require students to struggle to understand mathematical ideas well enough to communicate their understanding to others. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

5.
Gender differences in achievement in mathematics, a traditionally male-stereotyped subject, have long been a concern for many educators around the world. Gender differences in mathematical achievement have decreased in recent decades, especially in Western countries, and become small or insignificant in large-scale tests, such as the Programme for International Student Assessment (PISA). The situation in China has not yet been studied. The recent PISA report lists China B-S-J-G (representing Beijing–Shanghai–Jiangsu–Guangdong) as an educational system with no significant gender difference in mathematical achievement. Based on a secondary analysis of PISA 2015 mathematics data from China B-S-J-G, this study more deeply scrutinized gender differences in Chinese students’ mathematical performance, emphasizing societal factors, namely students’ socioeconomic status, school level, school type, school location, and socioeconomic status at school level. This analysis revealed important differences within the overall picture. Most importantly, significantly more boys than girls scored in the top tier of mathematics achievement. At the lower- and upper-secondary school levels, boys performed significantly better than girls, with the achievement difference increasing at the upper-secondary level. Furthermore, this study found that, on average, Chinese (B-S-J-G) girls achieved significantly lower average scores on the PISA 2015 mathematics test than boys in the same school. Overall, students’ individual characteristics and school characteristics need to be separated and both taken into account to examine the role of gender in mathematical achievement, which has not been thoroughly investigated in the past.  相似文献   

6.
Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student arguments and provide feedback to students based on those validations. Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this article, we present the results from the implementation of such an instructional sequence. A sample of 34 prospective secondary mathematics teachers (PSMTs) validated twelve mathematical arguments written by high school students. They provided a numeric score as well as a short paragraph of written feedback, indicating the strengths and weaknesses of each argument. The results provide insight into the errors to which PSMTs attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation. However, PSMTs had a superficial understanding of the “proof by contradiction” mode of argumentation, and their attendance to particular errors seemed to be mediated by the mode of argument representation (e.g., symbolic, verbal). We discuss implications of these findings for mathematics teacher education.  相似文献   

7.
Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention on “state” (occasion-specific) and “trait” (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children's mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group.  相似文献   

8.
The use of writing as a learning activity in mathematics has been the subject of many publications. However, little evidence has been presented to support the claims that writing enhances learning in mathematics. One difficulty in such research has been the lack of a detailed method for analysing the writing products of students. In the present study, a scheme for coding the parts of written mathematical presentations was developed. At the grade 8 level at which the study was conducted, a limited style of expository writing was found to predominate. The writing was shown to closely resemble the style of the typical mathematics textbook used by the students.  相似文献   

9.
The focus of this study was on the effects of relevance in instructional context and reasoning complexity on mathematics problem-solving achievement, transfer, and attitude. Forty-six fifth graders participated in the five-day study. Students received either contextualized or decontextualized instruction involving either simple or complex reasoning. Two types of achievement questions were used, context-rich and context-poor, which required either single or multiple computational steps to solve. An interaction was found between complexity of treatment and complexity of questions. Students who studied simple problems in decontextualized contexts performed best on one-step questions, while students who studied complex problems in contextualized contexts performed best on multi-step questions (p = .003). A complexity effect was also found for student attitudes toward perceived lesson difficulty (p = .0001) as well as for perceived relevance of mathematics (p = .015). Students who studied simple problems perceived lesson difficulty and mathematics relevance more favorably than those who studied complex problems. These findings suggest that rich mathematical instructional contexts best support mathematics problem-solving, but simple, decontextualized instruction yields the most favorable attitudes.  相似文献   

10.
This paper reports on a study that examined the cumulative effects on students’ learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions, and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content. The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student learning, provided various pedagogical conditions are met.  相似文献   

11.
The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the argument from consequences and argument from example schemes while writing about controversial topics. In the second condition, students were taught to revise their essays by using argumentation schemes to justify their standpoint, but did not learn the critical questions. In the third condition, students received no instruction about either the argumentation schemes or the critical questions. Compared to students in the contrasting conditions, those who were taught to ask and answer critical questions wrote essays that were of higher quality, and included more counterarguments, alternative standpoints, and rebuttals. These findings indicate that strategy instruction that includes critical standards for argumentation increases college students’ sensitivity to alternative perspectives.  相似文献   

12.
Recent changes in mathematics curricula, both in South Africa and elsewhere, have begun to change the overwhelmingly symbolic nature of mathematics in schools (in the sense of use of mathematical symbolism), promoting more use of the oral and written language. Engaging students in `Writing-to-Learn' activities in mathematics classrooms has been identified and claimed by various mathematics education researchers as having a positive impact on the learning of mathematics. In this paper, I report on a piece of research, which is part of a broader study, on forms of mathematical writing and written texts produced by learners in grade 7 (12–13-year-olds) classes in six junior high schools in KwaZulu-Natal, in South Africa.  相似文献   

13.
H.W. Ker 《教育心理学》2016,36(2):254-276
Reports from the Trends in International Mathematics and Science Study (TIMSS) consistently show that there is a substantial gap in average mathematics achievement between Singapore and the USA. This study conducts an exploratory comparative investigation on the multilevel factors influencing the mathematics achievement of students from these two countries. A conceptual framework together with an integrated model is proposed for the analysis. The TIMSS 2011 eighth grader mathematics data were chosen for this study. Results reveal that the common features influencing mathematics achievement for the students of both countries are student self-confidence, school composition by student background and teacher confidence in teaching mathematics. The cause of the different effects of American students’ mathematics achievement is more associated with resources, whereas the effects of Singaporean students’ mathematics achievement are more related to attitudes, expectations and motivations. The major elements that affect Singaporean student mathematics performances are at the teacher level. Suggestions for future research are discussed.  相似文献   

14.
In sub-Saharan Africa, where there is limited financial and human capital, it is important to examine how social relationships may serve to promote or undermine human capital formation. However, little is known about the contributions of social relations to human capital development, especially in terms of academic achievement in Africa. This study examined how variations in key aspects of social relations among teachers; between teachers and students; between principals, teachers, parents and students affect achievement in mathematics among sixth graders in 70 schools in six districts in Kenya. We modeled mathematics achievement as a function of measures of social perception and support while adjusting for school-, classroom- and student level background characteristics. We found that net of teacher subject knowledge and background characteristics, teachers who display commitment to teaching by always correcting homework and keeping students engaged during math lessons had their students performing better. Teacher absenteeism and lack of interest in teaching were negatively associated with performance in math. Lack of parental involvement in the classroom also had negative effects on grades. At the school level, the level of engagement of the principal, measured by supervision of teachers and good interpersonal interactions with parents had positive effects on math achievement. Schools where parents provided material and financial support had better grades, while student delinquency and absenteeism negatively affected grades.  相似文献   

15.
ABSTRACT

This study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls’ mathematics achievement was more adversely affected by negatively biased expectations and benefitted less from positive bias than boys’ achievement. Mediation analyses revealed that teacher expectation bias did not substantially contribute to gender gaps in reading or mathematics.  相似文献   

16.
This study (an impact evaluation of the Chilean full school day program) uses difference-in-differences to estimate the effect of a large increase in instructional time on high school students’ academic achievement. The main findings are (i) the program had a positive effect on students’ achievement in both mathematics and language; (ii) the effect-size on language achievement was 0.05–0.07 standard deviations and not sensitive to control for covariates, different control groups, and historical trends; (iii) the effect on mathematics achievement was not sensitive to control for covariates, but was sensitive to use different control groups, and historical trends; the effect-size on mathematics achievement ranged from 0.00 to 0.12 standard deviations; and (iv) the program effect has been constant over time. Finally, there is evidence suggesting that the program had larger positive effects on rural students, students who attended public schools, and students situated in the upper part of the achievement distribution.  相似文献   

17.
Research Findings: This study investigates the role of fine motor and mathematics instruction in mathematics achievement in an international sample of kindergarteners from the United States and China. Multilevel modeling was used to assess the interaction between students’ entering skills and classroom time spent on basic math, higher-order math and fine-motor instruction. For American children, the effect of basic math and higher-order math instruction on student achievement depended on entering skills; however, fine motor instruction had negative average effects on student achievement and did not depend on students’ entering skills. Instruction time was not a significant predictor of achievement for Chinese students. Practice or Policy: Though fine motor skills have a robust correlation with mathematics achievement, a causal link has not been established. Our study indicates that time spent in fine motor instruction does not advance mathematics achievement in kindergarten and in fact may weaken mathematics achievement, given the limited time in the instructional day. American teachers in our sample who spent more time in fine-motor instruction tended to spend less time on basic math and higher-order mathematics instruction. Educators should weigh instructional trade-offs carefully and work to tailor instruction to students’ skill levels.  相似文献   

18.
Abstract

The purpose of this study is to examine how fifth grade students were impacted by the infusion of multiple writing tasks in mathematics. In this study, writing tasks provided opportunities for students to communicate prior knowledge, share ideas to construct and justify arguments, for reflection, and assessment. In this deductive qualitative study, students’ work samples were analyzed. Findings indicated that students grew in their understanding of mathematics and ability to self-reflect and self-evaluate through multiple opportunities to write for a variety of purposes. The opportunities for constructing mathematical understanding with activities that included writing and discourse also fostered learning between peers. The findings suggest a variety of opportunities to write and engage in mathematics discourse encouraged reflection, evaluation, and learning. Implications for future research include the need to examine the impact of these activities on students’ mathematics understanding as measured by assessments or an analysis of student work samples.  相似文献   

19.
The article reports a study in which 31 volunteered Finnish undergraduate students practiced argumentation by electronic mail (e-mail). Generally argumentation refers to grounding of stated claims. The study seeks to clarify the feasibility of e-mail study environment for practicing argumentation and compares a tutor-led seminar mode and self-directed student discussion mode, using e-mail as the study tool in both modes. The data consisted of the students' 441 e-mail messages. The content analysis of the data focused on the level and development of argumentation and counterargumentation in the messages. The results indicated that the messages' level of argumentation improved during the experiment and was higher in those messages that included counterargumentation targeted against others' standpoints. In addition, the students engaged in the student-led mode of e-mail study presented more and higher-level counterargumentation compared to the students engaged in the tutor-led mode. The results suggested that e-mail is a feasible study tool in practicing academic argumentation and that, given that this is an important aim in higher education, students' self-direction and debating should be encouraged.  相似文献   

20.
Abstract

A random sample of four hundred college freshman mathematics students with comparable high school mathematical preparation was selected from 1,435 students. The test group included 126 members who had not attempted a mathematics course during their last year in high school, designated as Group N, and 263 members who had received mathematical credit during their last year, designated as Group Y. Statistical treatment of data for each group indicated that the SAT mathematical aptitude scores, CEEB (Level I) mathematical achievement scores, and achievement in first-year college mathematics courses was greater for Group Y at the .01 level of confidence. The achievement comparison was based on an analysis of covariance procedure with SAT Mathematical scores, CEEB Mathematical scores, and sex of student used as adjusting variables.  相似文献   

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