Investigating the Impact of Teacher Practices and Noncognitive Factors on Mathematics Achievement

Autor/in	Hann, Tristan
Titel	Investigating the Impact of Teacher Practices and Noncognitive Factors on Mathematics Achievement
Quelle	In: Research in Education, 108 (2020) 1, S.22-45 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523719842601
Schlagwörter	Mathematics Achievement; Student Motivation; Classroom Environment; Teaching Methods; Student Projects; Mathematics Anxiety; Self Concept; Gender Differences; Racial Differences; Ethnicity; Socioeconomic Status; Truancy; Poverty; Secondary School Students; Student Attitudes; Cooperative Learning; Adolescents; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Selbstkonzept; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Schulabsentismus; Schulschwänzen; Schulverweigerung; Armut; Sekundarschüler; Schülerverhalten; Kooperatives Lernen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables, project-based learning, group collaboration, and student-driven curriculum, and two noncognitive factors, mathematics anxiety and mathematics self-concept, utilizing data from the 2012 Programme for International Student Assessment (PISA) United States sample. Findings suggest that mathematics classroom contexts that are student-driven and integrate project-based learning positively impact mathematics achievement, and that both mathematics anxiety and mathematics self-concept contribute significantly towards explaining variation in mathematics achievement after accounting for gender, race, socioeconomic status, truancy, and school-level poverty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01