دورية أكاديمية
Relationships between Emotional Dispositions and Mathematics Achievement Moderated by Instructional Practices: Analysis of TIMSS 2015
| العنوان: | Relationships between Emotional Dispositions and Mathematics Achievement Moderated by Instructional Practices: Analysis of TIMSS 2015 |
|---|---|
| اللغة: | English |
| المؤلفون: | Hwang, Jihyun (ORCID |
| المصدر: | International Journal of Mathematical Education in Science and Technology. 2020 51(1):44-62. |
| الإتاحة: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Correlation, Teaching Methods, Foreign Countries, Achievement Tests, Elementary Secondary Education, Mathematics Achievement, International Assessment, Science Achievement, Science Tests, Mathematics Tests, Personality Traits, Student Attitudes, Achievement Gap, Problem Solving, Mathematics, Affective Behavior |
| مصطلحات جغرافية: | South Korea |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| DOI: | 10.1080/0020739X.2019.1644680 |
| تدمد: | 0020-739X |
| مستخلص: | This research is a secondary analysis with Korean students' data collected in the TIMSS 2015 to describe the moderation effects of instructional practices on the relationships between students' emotional dispositions toward mathematics and mathematics achievement. From the TIMSS 2015 database, we collected mathematics achievement scores, a student-level contextual scale for students' emotional disposition, and teacher-level contextual scales representing teachers' instructional practices. We applied hierarchical linear modelling to construct multilevel models. The findings showed that the achievement gap between emotional dispositions -- like and dislike -- became smaller when teachers more frequently implemented certain instructional practices like asking students to complete challenging exercises, decide their own problem-solving procedures, and express their ideas in class. Students who disliked mathematics were likely to have higher scores as their teachers implemented each of those practices more frequently. Findings provide important implications to teachers regarding: It is important to encourage students to reason through instructional practices like asking them to decide their own problem-solving procedures and to solve challenging problems. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1238063 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder كن أول من يترك تعليقا!