The role that mathematics plays in college- and career-readiness: evidence from PISA

Cogan, Leland S.; Schmidt, William H.; Guo, Siwen

doi:10.1080/00220272.2018.1533998

Cited by 13 publications

(9 citation statements)

References 19 publications

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“…That is to say, the OTL measure in the current study reflects the coverage, depth, and rigor of mathematics content students encounter. This content coverage in mathematics was argued as a more precise indicator of OTL and was shown with a significantly positive effect on student mathematics performance in the previous studies (Schmidt et al, 2015(Schmidt et al, , 2021Cogan et al, 2019).…”

Section: The Current Studymentioning

confidence: 82%

“…In the mathematics curriculum literature, researchers from different perspectives use different indicators to measure OTL or learning opportunity. The types of courses ( Riegle-Crumb and Grodsky, 2010 ), different educational tracks or programs ( Cogan et al, 2001 ; Mickelson, 2001 ), different types of textbooks from different publishers ( Shield and Dole, 2013 ), different content organizations ( Grouws et al, 2013 ; Tar et al, 2013 ), content coverage or content exposure in mathematics ( Cogan et al, 2019 ), etc. have been used.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The results from the Programme for International Student Assessment (PISA) 2012 showed that the more formal education in mathematics students received, the better mathematics performance they got ( OECD, 2014c ). The content coverage in mathematics was statistically significantly related to student mathematics performance in all participating countries in PISA 2012 ( Cogan et al, 2019 ). Significant and positive relationships between content coverage in mathematics and student achievement were found for K-12 students by different studies, controlling for students’ parental education level and family income, students’ own prior grade or test score, and curriculum implementation measures ( Cogan et al, 2001 ; Byrnes and Miller, 2007 ; Lleras, 2008 ; Byrnes and Wasik, 2009 ; Reeves, 2012 ; Albano and Rodriguez, 2013 ; Grouws et al, 2013 ; Ottmar et al, 2014 ; Schmidt et al, 2015 ; Santibanez and Fagioli, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Guo

Liao

2022

Front. Psychol.

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This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance via mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance via mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.

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Section: The Current Studymentioning

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Guo

Liao

2022

Front. Psychol.

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“…Resilience is the disposition required to maintain effort or interest in an activity in the face of difficulties encountered, the length of time or steps involved or when opposed by someone or something. Resilience is the process of adapting well in the face of adversity, trauma, threats or significant sources of stress (American Psychological Association, 2017 [14]).…”

Section: Resistance/ Resiliencementioning

confidence: 99%

When practice meets policy in mathematics education

2022

OECD Education Working Papers

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UnclassifiedOECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or reasearch in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…The performance has received, as part of the core test contents of the Program 10. 3389/fpsyg.2022.1037853 for International Student Assessment (PISA), wide attention from the educational community (Cogan et al, 2019;Gjicali and Lipnevich, 2021). Mathematics is considered the key to promoting the development of the cognitive domain of students and is fundamental to students' future development and communication (Lavidas et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context

2022

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Referring to the theory of planned behavior (TPB), this study intends to investigate the impact of students’ mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected online in China’s context and the research hypotheses are developed and then tested through structural equation modeling. It is found that attitude and subjective norms have effects, directly or indirectly, on intentions, behavioral engagement, and mathematical performance. In addition, the intentions have a significant effect on behavioral engagement, and behavioral engagement does likewise on mathematical performance. It has also been accepted that perceived behavioral control is not directly related to intentions but largely to behavior and indirectly to mathematical performance through behavior alone. In conclusion, this study’s findings will contribute to the current literature on mathematical performance and will also inform the policymakers of the proposal on students’ mathematics belief and attitude interventions as a means to improving students’ mathematical performance.

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The role that mathematics plays in college- and career-readiness: evidence from PISA

Cited by 13 publications

References 19 publications

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

When practice meets policy in mathematics education

The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context

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