Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings

Abstract

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.

Primary Mathematics Trainee Teacher Confidence and it’s Relationship to Mathematical Knowledge

“…There are various models describing the relationships between beliefs, values, attitudes, and emotions or feelings (e.g., Grootenboer, 2008;Grootenboer & Hemmings, 2007). Attitudes are usually seen as more affective and less cognitive than beliefs or values.…”

Perceptions of quantitative methods in higher education: mapping student profiles

“…Authors such as Onwuegbuzie and Wilson (2003), Ainley (2006) or Grootenboer and Hemmings (2007) have successfully demonstrated the importance of affective variables in the practices and hence in the definition of students' perceptions of mathematics.…”

Student Factors and Mathematics Achievement: Evidence from TIMSS 2007

“…There are numerous research in the literature concerning mathematics teaching and learning as well as mathematics performance especially so in the recent years considering the importance of the subject across the globe (Swetz, Langgulung & Johar, 1983;Alkhateeb, 2001;McGraw, Lubienski & Strutchens, 2006;Ramirez, 2006;Grootenboer & Hemmings, 2007;Tella, 2007;House & Telese, 2008;Ismail & Awang, 2008). These studies found many factors affecting mathematics learning and performance ranging from students' background, attitudes and motivation, teachers as well as school characteristics.…”

“…These studies found many factors affecting mathematics learning and performance ranging from students' background, attitudes and motivation, teachers as well as school characteristics. For example, Alkhateeb (2001), McGraw et al (2006), Grootenboer & Hemmings (2007) and Ismail & Awang (2008) examined the relationship between background factors of the students including gender, and mathematics achievement in United Arab Emirates, United States and Malaysia, respectively. While Tella (2007) and Wang (2007) investigated the impact of motivation and self-concept on mathematics, House & Telese (2008) and Ramirez (2006) did a comparative evaluation of the determining factors of mathematics of mathematics achievement across countries.…”