Download or read book The Relationship Between Mathematics Self efficacy Beliefs and Achievement in High School Mathematics written by Jill R. Frazier and published by . This book was released on 1998 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Gender Differences in Mathematics written by Ann M. Gallagher and published by Cambridge University Press. This book was released on 2004-12-27 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
Download or read book PISA The PISA 2003 Assessment Framework Mathematics Reading Science and Problem Solving Knowledge and Skills written by OECD and published by OECD Publishing. This book was released on 2004-03-02 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The PISA 2003 Assessment Framework presents the conceptual underpinning of the PISA 2003 assessments. Within each assessment area, the volume defines the content that students need to acquire, the processes that need to be performed and the contexts in which knowledge and skills are applied.
Download or read book The Collected Works of L S Vygotsky written by Robert W. Rieber and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Link Between Teacher Practices and High School Students Mathematics Self efficacy written by Clarence William Johnson (Sr) and published by . This book was released on 2008 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent push for accountability based on student achievement, by means of standardized testing, has resulted in the realization that urban students are not performing as well as their suburban counterparts. This gap is even more pronounced in the area of mathematics. Many factors contribute to poor performance on student achievement. Among these are family values and climate, school environment, peer pressure, and test-taking anxiety. A student's judgment of their capability to accomplish a task or succeed in an activity, or self-efficacy, is a key factor. Self-efficacy beliefs help determine how much effort a student will expend and how much stress and anxiety they will experience as they engage on a task. Teacher efficacy beliefs, a teacher's perception of how effectively they can affect student learning, have also been found to have a great impact on the self-efficacy, and therefore the achievement, of their students. The purpose of the study was to investigate the link between teacher practices, their self-efficacy, and their students' mathematics self-efficacy. Teachers, and their students, from several school districts in northeastern Ohio participated in the study. Teachers responded to modified versions of Pajares' (1996) self-efficacy survey and their students responded to a different version of the survey. Participants included 582 students nested within 30 classrooms. The factor analysis identified five dimensions of students' and four dimensions of teachers' mathematics self-efficacy. A two-level hierarchical linear model revealed that teachers' perceived mathematics competency, their ability to engage students, flexibility, teacher gender, and years of teaching experience were significant predictors of all five dimensions of students' mathematics self-efficacy. The study recommends regular professional development activities to help teachers implement teacher practices that can positively impact students' mathematics self-efficacy. Through enhancing students' mathematics self-efficacy, students' mathematics achievement is likely to improve.
Download or read book Principles to Actions written by National Council of Teachers of Mathematics and published by National Council of Teachers of Mathematics, Incorporated. This book was released on 2014-02 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
Download or read book Developing Self regulated Learners written by Barry J. Zimmerman and published by Amer Psychological Assn. This book was released on 1996-01-01 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 5, 6, 7, 8, 9, 10, 11, 12, e, i, s, t.
Download or read book Affect and Mathematical Problem Solving written by Douglas B. McLeod and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area. The purpose of Affect and Mathematical Problem Solving: A New Perspective is to show how the theories and methods of cognitive science can be extended to include the role of affect in mathematical problem solving. The book presents Mandler's theory of emotion and explores its implications for the learning and teaching of mathematical problem solving. Also, leading researchers from mathematics, education, and psychology report how they have integrated affect into their own cognitive research. The studies focus on metacognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.
Download or read book Attitudes Beliefs Motivation and Identity in Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2016-06-14 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
Download or read book The Impact of Student Self beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Download or read book Handbook of Educational Psychology written by David C. Berliner and published by Routledge. This book was released on 2004 with total page 1075 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners' development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Editionprovides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology. s, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.
Download or read book Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education written by Mathew Akoko and published by GRIN Verlag. This book was released on 2011-06 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students' affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsy
Download or read book Affect and Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2019-06-03 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Download or read book Decade Ahead written by Stuart Karabenick and published by Emerald Group Publishing. This book was released on 2010-06-23 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes chapters which examine the associations between motivation and other constructs, such as emotion and self-regulation. This title also features chapters that examine sociocultural approaches to the study of motivation, the motivation of African American students and teachers' motivation, and the policy implications of motivation research.
Download or read book The Cambridge Handbook of Motivation and Learning written by K. Ann Renninger and published by Cambridge University Press. This book was released on 2019-02-14 with total page 1172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.
Download or read book Out of Field Teaching Across Teaching Disciplines and Contexts written by Linda Hobbs and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of "Teaching Out-of-Field" by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. .
Download or read book The Experience of Learning written by Ference Marton and published by . This book was released on 1997 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book aims to introduce the distinction between deep and surface approaches to studying, and to show how teaching, assessment and the whole learning environment influence how students learn.
