Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents

Abstract

This study examined the dynamics between perceptions of mathematics task-orientation and mathematics performance among Finnish adolescents over a period of two last years of secondary school. Task-orientation in math was assessed at the beginning of grade 8 and again at the end of grade 9 using both student and teacher-reports. At the same time points, students' mathematics performance was evaluated via standardized test. The cross-lagged associations of task-orientation and mathematics performance were examined taking account the possible impacts of general cognitive ability, technical reading skills, reading comprehension and gender. The results showed that a high level of mathematics performance in the beginning of 8th grade positively influenced student-rated task orientation at the end of secondary school. In turn, the anticipated reciprocal relationship between task orientation and mathematics manifested particularly in the model with teacher-rated task orientation. Implications for practice are discussed.

Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies

“…Along with literacy skills, motivation plays a role in successful mathematics learning onwards from early years (Fitzpatrick & Pagani 2013). Previous research has shown that children's task orientation (for an in-depth presentation on the concept of task orientation, see Björn, Räikkönen, Aunola & Kyttälä 2017) is an important factor that explains mathematics performance (Aunola, Leskinen & Nurmi 2006). As one of the learning orientation domains, task orientation describes positive concentration ability and willingness, as well as engagement in a given task.…”

Relationship of Students ' Perception of Mathematics, Its Teachers and Own Knowledge on the Subject

“…Анализ последних исследований и публикаций, в которых рассматривались аспекты этой проблемы и на которых обосновывается автор; выделение неразрешенных раньше частей общей проблемы. Сегодня научным сообществом активно изучаются вопросы влияния восприятия преподавателем своих студентов на их образовательные результаты [1] (выявлено, что убеждение учителя в необходимости наличия таланта для успешного обучения математике влияет на успешность освоения программы в начальной школе [2]), наличия искажающих факторов при оценке успеваемости обучающихся [3,4], влияния отношений между учениками и учителем на их успеваемость [5], наличия взаимосвязи между самооценкой учениками своих знаний и результатами выполнения задач по математике [6], зависимости между настроением учеников на занятиях и энтузиазмом преподавателя [7,8], отличия в восприятии когнитивных проблем учениками и учителями [9].…”

Diagnostic Mathematics Assessment in the Third Grade

“…Also, evidence suggests that girls tend to be less confident in their mathematical skills and score higher on mathematical anxiety measures (Dowker et al, 2016). On the other hand, no gender differences were found between Finish adolescent boys' and girls' self-reported task orientation in mathematics, which was defined as focus on the task and persistence (Björn, Räikkönen, Aunola, & Kyttälä, 2017). Although these previous studies did not specifically focus on task beliefs in mathematics, the inconsistent results on gender differences make it worthwhile to investigate gender differences in task beliefs about the ENL and voluntary ENL use.…”