Higher Mathematics Achievement Research Articles

Efficacy of video-based teacher professional development for increasing classroom discourse and student learning

ABSTRACT Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers’ reflections on classroom discourse in video-based PD workshops. Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program using the CDA. Findings The 24 intervention teachers significantly increased their use of productive talk moves in mathematics classrooms relative to the 22 comparison teachers (Cohen’s d = 0.67 to 2.35, p <.05). Moreover, a linear mixed model analysis showed that 882 students of the intervention teachers had significantly higher mathematics achievement scores than the 625 comparison students (Cohen’s d = 0.24, p <.05). The case study showed that CDA’s multiple representations of classroom discourse and interactive, process-oriented visualizations facilitated the teachers’ navigation of classroom video data. Additionally, video and visualizations prompted the teachers to reflect on the data with their peers for evidence-based reasoning and discussion. Contribution This study demonstrates the efficacy of a video-based PD program for increasing classroom discourse and student learning. It also informs the design of visualizations to enrich video-based PD.

Primary School Students’ Creative Thinking Skills in Mathematics Problem Solving

&lt;p style="text-align:justify"&gt;This study aims to analyze students’ creative thinking skills in answering the problem-solving questions. This study employs qualitative design, involving 110 fifth graders in Malang Municipality and Regency as the subjects. The obtained data were analyzed using the descriptive-explorative approach. The findings reveal that the high-achievers in Mathematics showed good skills in the aspects of fluency and flexibility, but were still struggling in the novelty aspect. The average-achievers showed good skills in flexibility aspects but were lacking in the fluency and novelty aspects. They showed an understanding of Mathematics problems but found it difficult to decide the solving strategies, and thus their answers were lacking in structure and less systematic. When solving a problem, the calculation made seemed rushing, was less careful, and frequented with trial and error strategy. The low-achievers showed difficulties in understanding the problems. Their answers were not systematic, not well-structured, and not detailed. This indicates that the low-achievers had not shown creative thinking skills in fluency, flexibility, and novelty aspects.&lt;/p&gt;

Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs

This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed.

Addressing Quantitative and Qualitative Hypotheses Using Regression Models with Equality Restrictions and Predictors Measured in Common Units

In regression, some or all of the predictors may be measured in common units: e.g. X 1 = carbohydrate calories, X2 = protein calories, X3 = fat calories. Such predictors can occur in disciplines as diverse as business, economics, education, medicine, nutrition, psychology, sport science, etc. Predictors in common units can lead to unique quantitative and qualitative hypotheses that can be addressed by imposing equality restrictions on the regression weights (e.g. ). A simple device, total score substitution, is available for constraining regression coefficients to be equal in a variety of regression applications. Applications to linear, moderated linear, and polynomial models are described, but extensions to generalized linear models and multilevel linear models are also possible. Total score substitution in linear and moderated regression is illustrated using high school coursework and mathematics achievement data. Data, code (R, SPSS, SAS), and output are publicly available.

Correlation Analysis between College Entrance Examination Mathematics Achievement and Higher Mathematics Achievement

Correlation Analysis between College Entrance Examination Mathematics Achievement and Higher Mathematics Achievement

Gender and Psychological Variables as Key Factors in Mathematics Learning: A Study of Seventh Graders in Chile

Chile is one of the countries with the largest gender gaps in high school mathematics achievement. Gender differences were studied examining the mathematics performance of 1,380 seventh grade students from 41 public schools, psychological variables related to achievement, and their perceptions of teachers’ support and expectations. Students’ self-reported attitudes and perceptions were assessed, as well as achievement at the beginning and end of the school year. Multivariate analysis of variance and co-variance, and multi-level regression analyses were performed. Significant differences were found favoring boys in mathematics achievement, motivation to learn mathematics, and math self-concept; and favoring girls regarding perceptions of teachers’ instructional support. Controlling for prior achievement, math self-concept and students’ perceptions of teacher expectations are significant predictors of mathematics achievement.

The derailing impact of content standards–an equity focused district held back by narrow mathematics

Many school districts strive to achieve high mathematics achievement and equitable outcomes. This study examines the work of Gateside district, an urban district that had made great progress in the enactment of equity minded policies such as de-tracking and the availability of high-level mathematics to all students. A detailed, case study of teaching and learning in the high school mathematics classrooms showed that the equity focused work of the teachers and district leaders was compromised by the narrow mathematics standards that informed the tasks used in classrooms. The prevalence of narrow tasks led students to develop binary perceptions of each other, revealing a fundamental tension between narrow content standards and equitable outcomes.

Characteristics of Verbs for Describing High Achievers in Elementary School Science: Based on Achievement and Evaluation Standards of 2015 Revised National Curriculum

이 연구에서는 2015 개정 교육과정에 따른 초등학교 5~6학년군의 10개 교과에 관한 성취기준과 평가기준의 서술어를 분석하고, 초등 과학 상위 성취자의 행위를 서술하는 동사의 특징을 살펴보았다. 성취기준 총 321 문장, 상-중-하 평가기준 총 963 문장을 분석한 결과, 성취기준과 평가기준의 ‘상’ 수준에서 ‘설명하다’가 가장 많이 사용되었다. 특히 수학과 과학 교과를 중심으로 상위 성취자의 행위를 ‘설명하다’로 제시하는 사례가 두드러졌다. 그리고 과학, 수학, 사회 교과 등에서 상위 성취자의 행위를 특정 동사로 나타내는 경향이 있었다. 이는 영어, 음악, 국어, 체육 등의 교과에서 성취수준에 상관없이 동일한 서술어를 사용하는 현상과 대비되었다. 또 과학 교과에서는 초등학교 5~6학년 교육과정의 성취기준이 상위 성취자의 행위를 기준으로 서술되는 경향이 있었는데, 이는 10개 교과 중 과학만이 가진 특징이었다.This study analyzed the verbs of achievement and evaluation standards for 10 subjects in elementary school 5-6 grade groups according to the 2015 revised national curriculum, and examined the characteristics of verbs describing the behaviors of high achievers in elementary school science. As a result of analyzing a total of 321 sentences of achievement standards and 963 sentences of high, middle, and low evaluation levels, to explain was most frequently used at the high level of achievement standards. In particular, the case of using to explain for high achievers in mathematics and science subjects was prominent. Moreover, in science, mathematics, and social studies, there was a tendency to express specific behaviors of high achievers with specific verbs. This contrasted with the phenomenon of using the same verbs regardless of achievement level in subjects such as English, music, Korean, and physical education. In addition, the achievement standards of science in elementary school grades 5-6 tended to describe the behavior of the high achievers, which was the characteristic of science in 10 subjects.

An ecological approach to adolescent mathematics ability development: differences in demographics, parenting, mathematics teaching, and student behaviors and emotions

ABSTRACT This study used an ecological approach to studying adolescent mathematics ability development by classifying their mathematics ability growth trajectories and examining contextual measures differentiating the identified classes. Longitudinal student and parent data were collected for Taiwanese students in Grades 7, 9, 11, and 12 (n = 4,163). Growth mixture modelling identified 4 growth classes: low-increase, middle-flat, middle-increase, and high-increase. Multivariate analysis of variance revealed that girls’ mathematics ability improved and that boys started as middle or high mathematics achievers. Moreover, mathematics ability related to socioeconomic status and academic programmes, persistent parental monitoring related to desirable ability development, and student-perceived teaching quality related to student ability. High-increase students reduced their engagement in leisure activities when preparing for examinations, but they felt little mathematics frustration, whereas the opposite was true for low-increase students.

The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: a goal setting theory perspective

Teacher feedback in mathematics is a potential strategy for redressing declining international trends in high school mathematics achievement. Effective feedback comprises corrective information (feedback) and guidance for improvement (feedforward)—referred to herein as ‘feedback–feedforward’. Relatively little research has examined the motivational mechanisms linking teacher feedback to achievement, with even less linking feedback–feedforward to achievement. Goal setting theory proposes that goal setting, especially growth-oriented (e.g. personal best) goal setting, may mediate the positive impact of feedback on achievement. Using structural equation modelling, this study (N = 362 Australian students) builds on this to examine if (a) teacher feedback–feedforward and PB goal setting predicted achievement in mathematics and (b) PB goal setting mediated the link between teacher feedback–feedforward and achievement. Mathematics teacher feedback–feedforward predicted PB goal setting, PB goal setting predicted achievement, and PB goal setting fully mediated the link between feedback–feedforward and achievement. Implications for mathematics teacher feedback–feedforward and goal-setting interventions are discussed.

A new perspective on memorization practices among East Asian students based on PISA 2012

This study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive strategies with memorization (50.70%), elaboration only (10.33%), and metacognitive strategies with elaboration (16.47%). The results showed that the majority of the students in all seven East Asian educational systems belonged to the ‘metacognitive strategies with memorization’ class, and most students adopted more than one type of learning strategy when learning mathematics. Additionally, students who reported the use of metacognitive strategies along with either memorization or elaboration showed higher mathematics achievement. We conclude that the cognitive processes employed by students of East Asian backgrounds are more complex and nuanced than the previous perception that they relied heavily on memorization.

Mathematics self-efficacy beliefs and sources of self-efficacy: A Descriptive Study with two Elementary School Students

The purpose of this study is to examine the relationship between mathematics self-efficacy beliefs and sources of self-efficacy in two elementary school students whose mathematics achievement are at different levels. Case study design, which is one of the qualitative research designs, was used in the study. Two 4th grade elementary school students have participated in the study, one with high mathematics achievement and the other with low mathematics achievement. Participants have been selected according to purposive sampling method. Mathematics achievement of the students have been determined through their mathematics scores and the information obtained from their teachers. Data was collected through semi-structured interviews conducted with the students. Descriptive analysis was used in the analysis of the data. As a result of the research it was found that students’ mathematics achievement is parallel to their mathematics self-efficacy beliefs. It was found that the student, whose mathematics achievement is high, has positive experiences concerning the sources of self-efficacy, whereas the student, whose mathematics achievement is low, mostly encounters negative experiences.

Mathematics Performance of the Students in Primary School: Comparison of Working Memory Capacity and Inhibition

Research has highlighted the role of working memory and inhibition on the performance of pupils in mathematics. This study was an attempt to look into the relationship between executive function including working memory capacity and inhibition on the one hand and mathematical abilities on the other. 30 primary school students were selected from among the 4th graders, forming two groups of students with high achievement in mathematics (strong) and those with low achievement in mathematics (poor) with the closes possible reading ability and IQ. The two groups were compared with regards to working memory, which was measured via Wechsler intelligence test, and inhibition, which was measured using the Stroop test. The data collected for these measures were analyzed using ANOVA. The results of the T test showed that the poor group performance on inhibition and working memory was significantly lower than strong group. The findings indicate the importance of these actions (inhibition and working memory) on math performance of students.

Influence of Geogebra on Students’ Achievement in Geometric Transformations and Attitude towards Learning Mathematics with Technology

The purpose of this study was to investigate the influence of GeoGebra on students’ achievement in geometric transformations and attitudes toward learning mathematics through technology. In the mathematics classroom, the use of GeoGebra can help students and teachers to explore the mathematical ideas and concepts and the association of these ideas and concepts with real life examples, thus resulting in permanent and effective learning in mathematics and higher mathematics achievement (Doktoroglu, 2013; Saha, Ayub & Tarmizi, 2010; Mwingirwa, 2016; Leong, 2013; Leong & Noorbaizura, 2013; Furkan, Zengin & Kutluca, 2012; Zengin, 2011; Mercan, 2012; Bilgici and Selcik, 2011; Akgul,2014). Two theories, multiple representations theory (Bruner, 1966) and social constructivism (Vygotsky, 1978) which is anchored on two twin concepts of Zone of Proximal Development (ZPD) and scaffolding formed the framework of this thesis.The sample consisted of 66 Grade twelve students at St Marcellin’s secondary School in Kalulushi. This study followed a pre-test post-test research design. Achievement in geometric transformations was measured using GTPreT and GTPT while attitude toward learning mathematics through technology was measured using MTAS items. The intervention was teaching geometric transformations with GeoGebra in contrast to using traditional teaching methods in the control group.After the intervention, it was found that there was a statistically significant difference in achievement in GTPT in favor of the experimental group. The researcher concluded that GeoGebra may be an effective tool for teaching geometric transformations to students in Zambian Secondary Schools. It was also concluded that GeoGebra benefits both male and female students and therefore it is useful in bridging the gap between the genders in the learning of mathematics. The study will add to the current knowledge in the teaching of mathematics in the Zambian curriculum and hence improve performance. Keywords : GeoGebra, achievement, attitude, geometric transformations, technology DOI : 10.7176/JEP/10-13-04 Publication date :May 31 st 2019

Students’ concept formation stages in solving geometry problem based on personality types

Concept formation stages play an important role in developing mathematics learning. This study examined students’ concept formation stages, namely heap, complex, and concept toward Keirsey’s personality types. Twenty one students from a class were given the personality test and mathematics ability test. Regarding the test’s result, four students with higher mathematics achievement and represented each type of personality was selected as the subject of research. The data were collected from the geometry problem and interviews. The students’ concept formation stage was described based on problem solving behaviour that revealed certain stage. The results underlined that rational, guardian, and artisan students were in the complex stage. In the other hand, idealist student was in the concept stage. Rational student solved the given problem using symbol and formula directly. Idealist student solved the problem not only using symbol and formula but also representation. Artisan student solved the problem using representation and make it concrete by comparing to the other familiar figure. Guardian student solved the problem using concrete and structured ways. Regarding the diverse ways in solving problem, it suggested teachers to train the students to get used to solve any geometry problem creatively by considering students’ concept formation and personality type.

Returning Responsibility to the Home: Outcomes of Background Checks on Low and High Achievers in Middle Basic Mathematics in North Bank Suburb of Makurdi, Nigeria

This study is a correlational survey of the impact of home involvement on the mathematics achievement of Basic 5 pupils in North Bank suburb of Makurdi, Benue State, Nigeria. The study is the outcome of the first phase of a local intervention programme targeted at encouraging homes in the suburb to actively support the mathematics education of children at the Basic Education level. The participants of the study comprise 73 Basic 5 pupils along with their parents across three basic schools in the suburb. The mathematics achievement scores of the pupils for the First Term of the 2016/2017 Academic Session were correlated with home involvement scores generated from the adopted Parental Involvement Questionnaire. The correlational analysis established a weak positive relationship (r = 0.0177, p = 0.9241; and r = 0.174, p = 0.2884) between home involvement and mathematics achievement. Further interaction with pupils revealed that outside pupils' parents, certain friends, members of extended family and neighbours play vital roles, ranging from re-teaching class work at home to providing guidance for mathematics homework.

Principal leadership and student achievement: decentralising school management in Saudi Arabia

Saudi Arabia has expanded access to secondary schooling over the past generation, while also pushing to lift quality. This includes decentralising authority out to principals, equipping them to set higher performance expectations and deploy incentives to attract and retain strong teachers. We find wide variability in the extent to which principals display leadership behaviours, based on nationally representative school samples drawn in 2003, 2011, and 2015 for the Third International Mathematics and Science Study. Pupil achievement did improve across these cohorts, markedly among girls attending schools in which principals enriched the academic climate and deployed teacher incentives, after taking into account the social class background of students and the school’s instructional resources. Greater availability of resources, including computing tools, improved over the period but did not account for higher achievement in mathematics. Lessons for other nations are discussed, as international donors press decentralised governance, at times ignoring local cultural and institutional contexts.

Mathematics Performance of the Primary School Students: Attention and Shifting

The purpose of this study was to understand the relationship between executive functions and mathematical abilities to determine the contribution of these functions to math performance. In this study, 30 students were selected from among 4th graders of elementary school, in two groups with low achievement in mathematics (poor) and high achievement in mathematics (strong), such that their IQ and reading ability were as close as possible. These groups were measured and compared in terms of attention by means of continuous performance test and shifting by means of Wisconsin Card Sorting Test. The ANOVA and t-test showed that the low-achieving group stood significantly lower than the high-achieving group in shifting, which mirrors the effect of this function in math performance of the students. However, there was no significant difference between the two groups in terms of attention.

Students’ difficulties in solving linear equation problems

A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes

The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K–12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of schools at or above established fidelity criteria). Results indicate that, in general, schools showed a decline in office discipline referrals (ODRs) and out-of-school suspensions (OSSs) over 3 years. SWPBIS fidelity of implementation was positively associated with initial levels of ODRs and OSSs, and the relations between fidelity and OSSs varied based on years of SWPBIS implementation. Levels of fidelity did not predict change in ODRs or OSSs. Despite no statistically significant associations between fidelity and student academic outcomes, schools that had implemented SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.