Accounting for Variation in Science and Mathematics Achievement: A Multilevel Analysis of Australian Data Third International Mathematics and Science Study (Timss)

2000 ◽  
Vol 11 (3) ◽  
pp. 339-360 ◽  
Author(s):  
Beverley J. Webster ◽  
Darrell L. Fisher
Keyword(s):  
Mathematics Achievement ◽  
Multilevel Analysis ◽  
Science Study ◽  
And Mathematics ◽  
Mathematics And Science

scholarly journals Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Maha Mohamed Abdulla Balala ◽  
Shaljan Areepattamannil ◽  
Dean Cairns
Keyword(s):  
Mathematics Achievement ◽  
United Arab Emirates ◽  
Fourth Graders ◽  
Mediating Effect ◽  
Mediating Effects ◽  
Early Numeracy ◽  
Science Study ◽  
Path Analyses ◽  
And Mathematics ◽  
Mathematics And Science

AbstractThe present study aimed to examine the relations of early numeracy activities and skills to mathematics dispositions, engagement, and achievement among 26,859 fourth graders in the United Arab Emirates who took part in the sixth cycle of the Trends in International Mathematics and Science Study (TIMSS) in 2015. The study also explored the mediating effects of mathematics dispositions and engagement on the relations between early numeracy activities and skills and mathematics achievement among these fourth graders. Results of path analyses, after controlling for participants’ demographic and socioeconomic characteristics, indicated that early numeracy activities and skills were significantly and positively related to mathematics dispositions, engagement, and achievement. Further, results of mediational analyses suggested that confidence in mathematics had a significant mediating effect on the relations between early numeracy activities and skills and mathematics achievement. The findings of the study highlight the crucial role that early numeracy activities and skills play in enhancing fourth graders’ mathematics dispositions, engagement, and achievement in the United Arab Emirates.

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?

2019 ◽  
Vol 57 (5) ◽  
pp. 2021-2058 ◽  
Author(s):  
Helen Patrick ◽  
Panayota Mantzicopoulos ◽  
Brian F. French
Keyword(s):  
Mathematics Achievement ◽  
Multilevel Analysis ◽  
Predictive Validity ◽  
Kindergarten Teachers ◽  
Classroom Observations ◽  
Framework For Teaching ◽  
Criterion Referenced ◽  
And Mathematics ◽  
Reading And Mathematics

We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers’ instruction. We investigated how well 81 kindergarten teachers’ FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students’ year-end achievement and motivation in reading and mathematics, controlling for students’ sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students’ achievement: 2.5% for reading and 1.3% for mathematics. Neither students’ end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores.

Measurement in the Middle Grades: Insights from NAEP and TIMSS

2004 ◽  
Vol 9 (9) ◽  
pp. 514-519 ◽  
Author(s):  
Tony D. Thompson ◽  
Ronald V. Preston
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Middle Grades ◽  
Science Study ◽  
National Assessment ◽  
Knowledge And Skills ◽  
The Third ◽  
Learning Mathematics ◽  
Subject Areas ◽  
Mathematics And Science

The National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided a wealth of data on the mathematics education of U.S. students. (TIMSS has been renamed “Trends in Mathematics and Science Study” and will continue to be known as TIMSS in future assessments.) TIMSS was administered in 1995 and repeated in 1999 and included grades 4, 8, and the end of secondary school. NAEP began in 1969 and regularly reports on the knowledge and skills of U.S. students in fourth, eighth, and twelfth grades in a variety of subject areas. In addition to studying mathematics achievement, both NAEP and TIMSS collect data on the contexts for learning mathematics, such as teacher and school characteristics, instructional practices, and curriculum.

scholarly journals GROWTH MINDSET, SCHOOL CONTEXT, AND MATHEMATICS ACHIEVEMENT IN INDONESIA: A MULTILEVEL MODEL

2021 ◽  
Vol 12 (2) ◽  
pp. 279-294
Author(s):  
Kismiantini Kismiantini ◽  
Ezra Putranda Setiawan ◽  
Adi Cilik Pierewan ◽  
Osval Antonio Montesinos-Lopez
Keyword(s):  
Developing Countries ◽  
Mathematics Achievement ◽  
Multilevel Analysis ◽  
Multilevel Model ◽  
School Context ◽  
Growth Mindset ◽  
Cultural Status ◽  
And Mathematics ◽  
The Relationship

Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.

Do parents count for their children's mathematics achievement?

CADMO ◽  
2021 ◽  
pp. 99-119
Author(s):  
Elisa Caponera ◽  
Laura Palmerio
Keyword(s):  
Mathematics Achievement ◽  
Parental Involvement ◽  
Math Achievement ◽  
Parental Expectations ◽  
Science Study ◽  
Fourth Grade Students ◽  
Predicted Model ◽  
The Relationship ◽  
Mathematics And Science ◽  
Variance Explained

The purpose of this study is to evaluate the relationship between parental involvement and student mathematics achievement using a structural equa¬tion modeling approach. Data from a representative sample of fourth-grade students, and their parents, from 14 different European countries participating in TIMSS (Trends in International Mathematics and Science Study) were analyzed. The model was successful in explaining the TIMSS scores in mathematics: the predicted model showed a good fit to the data, with 31% of the variance explained. The results showed that SES contributed to the prediction of performance in mathematics. However, the results showed also the positive and signifi¬cant effects of parental involvement factors - especially parental expectations for their children's academic attainment - mediating the relationship between SES and TIMSS math achievement. Thus, increasing parental par¬ticipation could be a useful intervention to reduce SES-related differences in performance.

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