Transfer effects of mathematical literacy: an integrative longitudinal study

Mathias Holenstein,Georg Bruckmaier,Alexander Grob

doi:10.1007/s10212-020-00491-4

Abstract

Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative international educational standards. However, there exists barely any evidence about predictors and outcomes of ML having a lasting effect on achievement in nonmathematical domains. We drew on a large longitudinal sample of N = 4001 secondary school students in Grades 5 to 9 and tested for effects of ML on later academic achievement. We took prior achievement in different domains (information and communication technology literacy, scientific literacy, reading comprehension, and listening comprehension), socioeconomic status, and gender into account and investigated predictive effects of math grade, mathematical self-concept, reasoning, and prior achievement on ML. Using structural equation models, we found support for the importance of integrating multiple predictors and revealed a transfer effect of ML on achievement in different school domains. The findings highlight the importance of ML for school curricula and lasting educational decisions.

Highlights

Learning mathematics is oftentimes assumed to be learning for everyday life
Concerning cognitive models of Mathematical literacy (ML), which typically view the process of solving mathematical problems as consisting of different phases, our results reveal that mathematical self-concept still has an effect on ML when prior achievement is controlled for
We found consistent support for the importance of ML for general academic achievement

Summary

Introduction

Learning mathematics is oftentimes assumed to be learning for everyday life. We share this assumption and frame it in educational standards. According to the Program for International Student Assessment (PISA; Organisation for Economic Co-operation and Development (OECD) 2019), Mathematical literacy (ML) is defined as “an individual’s capacity to formulate, employ, and interpret mathematics in a variety of contexts.”. ML is crucial for students’ understanding of mathematics in today’s life contexts (Baumert et al 2007). International educational studies such as PISA and the Trends in International Mathematics and Science Study (TIMSS) aim to assess students’ ML by having them solve everyday problems with mathematical means (Mullis et al 2009; OECD 2003). Researchers have investigated the development of ML by using large-scale longitudinal studies, for instance, in Germany, PISA studies (PISA Plus 2012–2013: OECD 2013; PISA-I-Plus: Prenzel 2006), and by conducting national studies, for instance the COACTIV1 research program (Kunter et al 2013), the Study of Initial Achievement Levels and Academic Growth in Secondary Schools in the City of Hamburg (e.g., Caro and Lehmann 2009), and the longitudinal Element study (Lehmann and Nikolova 2007)

Objectives

Methods

Results

Discussion

Conclusion