Abstract

Achievement in mathematics is inextricably linked to future career opportunities, and therefore, understanding those factors that influence achievement is important. This study sought to examine the relationships among attitude towards mathematics, ability and mathematical achievement. This examination was also supported by a focus on gender effects. By drawing on a sample of Australian secondary school students, it was demonstrated through the results of a multivariate analysis of variance that females were more likely to hold positive attitudes towards mathematics. In addition, the predictive capacity of prior achievement and attitudes towards mathematics on a nationally recognised secondary school mathematics examination was shown to be large (R 2 = 0.692). However, when these predictors were controlled, the influence of gender was non-significant. Moreover, a structural equation model was developed from the same measures and subsequent testing indicated that the model offered a reasonable fit of the data. The positing and testing of this model signifies growth in the Australian research literature by showing the contribution that ability (as measured by standardised test results in numeracy and literacy) and attitude towards mathematics play in explaining mathematical achievement in secondary school. The implications of these results for teachers, parents and other researchers are then considered.

In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children's mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with mathematics performance were significant and in the direction as predicted. Moreover, the findings from a logistic regression showed that a combination of these variables was able to appropriately classify students who either were below-average or above-average mathematics performers. We pay particular attention to the influence of certain dispositions with respect to mathematics performance and conclude by detailing the implications of the study for teachers and researchers.

Survey-based research was conducted with preservice teachers, from a large regional Australian university, to explore their views about inclusion and their readiness to teach in inclusive classrooms. Open-ended questions were included in the survey to glean information on the respondents' feelings and concerns about inclusion and inclusive practices. In addition, questions were framed to allow the respondents to discuss ways that the university could better prepare them as practising teachers. The responses to each of these questions were content analysed to delineate categories, and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made of the views expressed by the respondents before they experienced an inclusive education subject and a related practicum with those expressed after. The implications of the results for teacher education programs are considered.

There is a paucity of studies investigating how early career academics (ECAs) form attitudes towards aspects of their work and gain skills in research, teaching and service. This is especially the case with respect to research. A review of the pertinent literature revealed the prominence of a notion of research self-efficacy (or confidence) and how it was aligned with the other issues distilled from the literature. Employing a qualitative approach, the author of the study sought to develop a better understanding of how ECAs generate research confidence. Interview data were analysed using a process drawing together analytic induction and constant comparison methods. Six themes emerged from this analysis, namely, graduate student research experience, priorities, isolation, researcher identity, mentorship and a vote of confidence. These themes are discussed in detail and the implications of the results for university managers and lecturers are then considered.