Mathematics achievement at lower secondary level in Australia

Lokan, Jan; Greenwood, Lisa

doi:10.1016/s0191-491x(00)00003-1

Cited by 10 publications

(7 citation statements)

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“…Among students in their ®nal year of secondary school in Australia, working in small groups had almost no correlation (À 0.06) with math achievement (Lokan & Greenwood, 2000). This result is in contrast to most of the bibliography on small group work, which shows that group work and peer interaction are associated with various positive results (Webb, Troper, & Fall, 1995).…”

Section: Small Group Workmentioning

confidence: 58%

“…Contrary to the ®ndings of McLean (1995), many researchers have consistently found evidence that attitude does not always predict student 130 ELENA PAPANASTASIOU outcomes in math (Howie et al, 2000;Lokan & Greenwood, 2000). A possible explanation is that``liking mathematics does not necessarily re¯ect students' self-assessment of how good they are in mathematics'' (SimmichDudgeon, 1996, p. 23).…”

Section: Attitudes Toward Mathematicsmentioning

confidence: 86%

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Factors that Differentiate Mathematics Students in Cyprus, Hong Kong, and the USA

Papanastasiou¹

2002

Educational Research and Evaluation

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The purpose of this study was twofold: to examine how attitudinal and instructional variables differentiated 4th-grade students in Cyprus, Hong Kong, and the USA; and to determine how those variables were related to math performance on the TIMSS test. A discriminant analysis was performed to examine how those variables differentiated the students in the 3 countries. The most striking result was that the students from all 3 countries, who were similar to the average students in Cyprus, had the highest achievement within their countries. Thus, 4th-grade students who liked math, who thought it was important to do well in math for their friends, who did not need private instruction, and who had not been taught using computers or small group procedures, tended to be the better students. However, students who were similar to the average USA student had the lowest achievement within each of the 3 countries. INTRODUCTIOǸ`T

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Section: Small Group Workmentioning

confidence: 58%

Section: Attitudes Toward Mathematicsmentioning

confidence: 86%

Factors that Differentiate Mathematics Students in Cyprus, Hong Kong, and the USA

Papanastasiou¹

2002

Educational Research and Evaluation

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“…Mathematics achievement has relatively slightly higher correlations with nativist conceptions (including confidence and anxiety (reverse), 0.49) and objectivist conceptions (including academic goal and perseverance, 0.38). Past studies have consistently indicated that abilityrelated beliefs (e.g., confidence, self-concept, and self-efficacy) have a reliable relationship with achievement (Juter, 2005;Lokan & Greenwood, 2000;Marsh & Hau, 2004;Meyer & Koehler, 1990;Pietsch, Walker & Chapman, 2003;Pintrich & De Groot, 1990;Seegers & Boekaerts, 1996;Zimmerman, 1995). Mathematics anxiety was generally negatively related to achievement (Clute, 1984;Ho et al, 2000) and confidence (Turner, Thorpe, & Meyer, 1998;Meece, Wigfield & Eccles, 1990).…”

Section: Acceptable Criterion Validity Of the Clmqmentioning

confidence: 99%

Identification and Assessment of Taiwanese Children’s Conceptions of Learning Mathematics

Chiu¹

2011

Int J of Sci and Math Educ

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The aim of the present study was to identify children's conceptions of learning mathematics and to assess the identified conceptions. Children's conceptions are identified by interviewing 73 grade 5 students in Taiwan. The interviews are analyzed using qualitative data analysis methods, which results in a structure of 5 major conceptions, each having 2 subconceptions: constructivist (interest and understanding), interpretivist (liberty and innovation), objectivist (academic goal and perseverance), nativist (confidence and anxiety (reverse)), and pragmatist (vocational goal and application). The conceptions are assessed with a self-developed questionnaire, titled "the Conception of Learning Mathematics Questionnaire" (CLMQ), which is administered to 513 grade 5 students in Taiwan and examined with a reliability measure, confirmatory factor analysis, and correlations with 2 criteria: mathematics achievement and approaches to learning mathematics. The results show that the CLMQ has desirable internal consistency reliability and construct validity. The conceptions are also sensibly in relation to the 2 criteria, suggesting that the CLMQ is a valid measure for evaluating the quality of children's learning mathematics in relation to teaching contexts.

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“…İlgi, Dewey'den bu yana öğrenmeyi ve akademik başarıyı etkileyen önemli bir faktör olarak görülmektedir (Dewey, 1913) ve hala birçok çalışmada başarının önemli göstergelerinden biri olmaktadır (Lokan ve Greenwood, 2000;Singh, Granville, ve Dika, 2002;Ozel, Caglak, ve Erdogan, 2013;Schiefele, Krapp, ve Winteler, 1992;Wigfield ve Cambria, 2010).…”

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Factors Related To University Entrance Examination Achievement: A Case Study from Turkey

Kalaycıoğlu¹

2015

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Mathematics achievement at lower secondary level in Australia

Cited by 10 publications

References 0 publications

Factors that Differentiate Mathematics Students in Cyprus, Hong Kong, and the USA

Factors that Differentiate Mathematics Students in Cyprus, Hong Kong, and the USA

Identification and Assessment of Taiwanese Children’s Conceptions of Learning Mathematics

Factors Related To University Entrance Examination Achievement: A Case Study from Turkey

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