Characteristics of students who benefit from high-quality mathematics instruction |
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| Authors: | Kristie K Jones James P Byrnes |
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| Institution: | Department of Human Development, College of Education, University of Maryland, College Park, MD 20742, USA |
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| Abstract: | The present study examined characteristics of students who took advantage of the opportunity to learn Algebra II from a highly skilled teacher. In particular, student information was gathered concerning: (a) the amount of mathematics students knew prior to the class, (b) their motivation for learning mathematics, (c) the number and types of interactions they had with the teacher during class, (d) degree of self-regulation, and (e) general aptitude. A model for achievement was used that suggests both opportunity and propensity are important (i.e., students must be willing and able to take advantage of opportunity). Support for the model was found. Propensity to take advantage of a highly favorable opportunity accounted for almost sixty percent of the variance in achievement. In particular, students who were self-regulated, had strong mathematics backgrounds, and had low levels of frustration benefited more from high-quality instruction. |
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| Keywords: | High-quality instruction Mathematics achievement Algebra Motivation Self-regulation Prior knowledge |
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