scholarly journals TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement

2008 ◽  
Vol 40 (2) ◽  
pp. 327-346 ◽  
Author(s):  
Djordje Kadijevic
Keyword(s):  
Mathematics Achievement ◽  
Three Dimensions ◽  
Eighth Grade ◽  
Mathematics Attitude ◽  
Research And Practice ◽  
Self Confidence ◽  
Learning Mathematics ◽  
Timss 2003 ◽  
The Individual ◽  
Almost All

This study, which used a sample of 137,346 students from thirty three countries that participated in the TIMSS 2003 project in the eighth grade, examined the features of the individual and collective relations of three dimensions of mathematics attitude to mathematics achievement (MA), searching for the dimension mostly related to that achievement. The three dimensions of mathematics attitude were self-confidence in learning mathematics (SCLM), liking mathematics (LM) and usefulness of mathematics (UM). By utilizing psychometrically valid and reliable measures of the three dimensions, it was found that: (1) each dimension of mathematics attitude alone was positively related to MA for almost all thirty three countries; (2) SCLM was primarily related to MA for thirty one countries; (3) when the two other dimensions were held constant, SCLM was positively related to MA for thirty three countries, LM was negatively related to MA for thirty countries, whereas UM was not related to MA for twenty one countries; (4) positive collective relationships of SCLM, LM and UM to MA considerably varied from country to country. Implications for research and practice are included.

scholarly journals Mathematics And Science Performance Of Persian And Non–Persian Language Students

2012 ◽  
Author(s):  
Ebrahim Mohammadpour ◽  
Mohamed Najib Abdul Ghafar ◽  
Rohani Othman
Keyword(s):  
Statistical Tests ◽  
Science Students ◽  
Self Confidence ◽  
Persian Language ◽  
Learning Mathematics ◽  
Fourth Grade Students ◽  
Timss 2003 ◽  
Science Performance ◽  
Mathematics And Science ◽  
At Home

This study examined mathematics and science performance of students who frequently, sometimes or never spoke Persian at home. The data were obtained from 1914 Iranian fourth–grade students who participated in TIMSS 2003. One–way ANOVA and Kruskal–Wallis statistical tests were used to analyze the data. The results showed mathematics and science performance differs significantly among students who frequently, sometimes or never spoke Persian at home. Students who frequently spoke Persian achieved higher scores in both subjects than those who sometimes or never spoke the language at home. In addition, students who sometimes spoke Persian achieved higher scores in both subjects than those who never spoke it. Furthermore, the results indicated that having access to home educational resources, doing homework on mathematics and science, students’ self–confidence in learning mathematics and science were significantly different among the three groups and the differences were in favour of students who frequently and sometimes spoke Persian respectively. Key words: Mathematics; performance; Persian; science; students; TIMSS

scholarly journals Examining mathematics attitude in a TIMSS 2003 pilot research

2003 ◽  
pp. 63-75 ◽  
Author(s):  
Djordje Kadijevic
Keyword(s):  
Gender Differences ◽  
Mathematics Achievement ◽  
Applied Mathematics ◽  
Attitude Scale ◽  
Test Reliability ◽  
Mathematics Attitude ◽  
Timss 2003 ◽  
Student Questionnaire ◽  
And Mathematics ◽  
Psychometric Values

Apart from the data on test reliability, the psychometric features of the TIMSS variables are not officially available. It is therefore not clear whether the TIMSS findings capture real educational trends. Being concerned with mathematics attitude, the aim of this research was to determine the psychometric values of a mathematics attitude scale derived from a student questionnaire, and, if these are appropriate, to examine the relation of mathematics attitude to gender and mathematics achievement, and search for gender differences in the applied mathematics attitude indicators. By using a sample of 89 seventh-grade students involved in a TIMSS 2003 pilot research, it revealed the following findings: (a) the representativity reliability, homogeneity and validity of the applied attitude scale were acceptable, (b) attitude to mathematics was related to mathematics achievement, (c) gender differences in mathematics attitude were not found and (d) gender differences in the applied indicators were only present for the statement "I need to do well in mathematics to get into the faculty of my choice" where males expressed a higher agreement than females.

scholarly journals Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

2006 ◽  
Vol 38 (1) ◽  
pp. 225-246 ◽  
Author(s):  
Radovan Antonijevic
Keyword(s):  
Mathematics Achievement ◽  
Scale Score ◽  
Mathematics Curriculum ◽  
Eighth Graders ◽  
Eighth Grade ◽  
Content Domain ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Timss 2003 ◽  
Basic Characteristics

This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls? average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

Association of group learning with mathematics achievement and mathematics attitude among eighth-grade students in the US

2013 ◽  
Vol 17 (2) ◽  
pp. 229-241 ◽  
Author(s):  
Thomas J. Smith ◽  
Cornelius M. McKenna ◽  
Ellen Hines
Keyword(s):  
Mathematics Achievement ◽  
Group Learning ◽  
Eighth Grade ◽  
Mathematics Attitude ◽  
The Us ◽  
Eighth Grade Students ◽  
And Mathematics

scholarly journals Using Literature in Bibliotheraphy: Biography Sampling

2018 ◽  
Vol 6 (11) ◽  
pp. 201
Author(s):  
Müzeyyen Altunbay
Keyword(s):  
Role Model ◽  
Alternative Therapy ◽  
Real Life ◽  
Three Dimensions ◽  
Aesthetic Value ◽  
Positive Role ◽  
Self Confidence ◽  
History Of ◽  
The Individual ◽  
The Right

Bibliotherapy is consisted of a combination of the Greek “biblion (book)” and “therapeia (therapy-healing)” which have become popular since the 20th century as one of the alternative therapy methods. It is used to make individuals identify themselves with the works they read through works of high literary and aesthetic value and make them powerful individuals in the spiritual direction by producing solutions to the problems they experience in this way. In other words, bibliotherapy can also be defined as bringing the right books to the individual at the right time. That is, the history of accepting the idea that books are good for man is very old. In this study, the importance of using biographies will be explained in one of the important alternative therapy methods, bibliotherapy. There are some criteria in the selection of books because they are the most important materials that form the basis of bibliotherapy. As it is known, the process is three dimensions as the advisee, book preference and consultant. However, it is not possible to use every work in bibliotherapy. It is important to use the works that are high in reality dimension and keeping a mirror on the problems of the individual in bibliotherapy. This process includes the works that will develop the imaginary world of the individual, as well as the works suitable for real life. As is known, the common point in biographies is not only the success that the person who wrote the biography has achieved, but also this person's struggle for reaching his goal is his patience and perseverance. As a result, in the process of bibliotherapy, reading the biographies that will increase the morale and motivation of the individual and develop self-confidence will contribute positively to the person. Moreover, the preference of the biographies of the positive role-model in the society will be the example for the individual.

Identity Transformation as an Intercontextual Process

2006 ◽  
Vol 20 (5) ◽  
pp. 317-326 ◽  
Author(s):  
Sven De Weerdt ◽  
René Bouwen ◽  
Felix Corthouts ◽  
Hilda Martens
Keyword(s):  
Professional Identity ◽  
Transformational Learning ◽  
Identity Transformation ◽  
Theoretical Understanding ◽  
Organizational Behaviour ◽  
Self Confidence ◽  
Self Worth ◽  
Identity Learning ◽  
The Individual ◽  
Student Interns

Societal and organizational change requires people to change their professional identity continuously. Starting from two theoretical traditions that address identity and learning, the authors analysed the learning narratives of two sets of learners – participants in a two-year experiential learning programme and student interns, both in the domain of organizational behaviour. They then developed a model of transformational learning for two aspects of a learner's professional identity: (1) the change in concepts and images that relate to who we consider ourselves to be; and (2) the development of a healthy self-worth and self-confidence. This differentiation of transformational learning into two distinct and complementary processes constitutes the contribution of this research to the theoretical understanding of identity transformation. By means of the notion of ‘intercontextuality’, the authors also describe the process that integrates the individual sense-making perspective and the relational–participatory perspective on identity learning.

Adolescent Musicians' Perceptions of Conductors Within Musical Context

2009 ◽  
Vol 57 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Clifford K. Madsen ◽  
John M. Geringer ◽  
Katia Madsen
Keyword(s):  
College Students ◽  
Summer Camp ◽  
The Individual ◽  
Almost All ◽  
Audio Video ◽  
Musical Context

Attention to subtle changes in music, whether inadvertent or purposeful, occupies a great deal of practice and rehearsal time for the performer. Regardless of the extremely subtle acoustic changes that have been found to be perceptible within almost all studies, it is the total overall effect that most occupies the individual listener. This study investigated perception of digitally edited performances of Johann Strauss's Blue Danube Waltz, all performed by the Vienna Philharmonic Orchestra with various conductors across an 18-year period. Two groups of string musicians in grades 7 through 12 participated ( N = 104). One group was an intact class; the second was a group of summer camp students. All participants listened to two conditions: (a) audio only and (b) audio-video combination. Results indicated that there were no significant differences between groups and that no one was able to identify correctly that there were five different conductors in the audio-only condition. Results were much the same as earlier research with college students. In addition, many students indicated that there were differences in the audio portions of the two conditions when in fact there were not.

Justice as Fairness: For Groups?

1975 ◽  
Vol 69 (2) ◽  
pp. 607-614 ◽  
Author(s):  
Vernon Van Dyke
Keyword(s):  
John Rawls ◽  
Homogeneous State ◽  
Dominant Form ◽  
Justice As Fairness ◽  
Theory Of Justice ◽  
Indigenous Groups ◽  
The Social ◽  
Principles Of Justice ◽  
The Individual ◽  
Almost All

In A Theory of Justice, John Rawls assumes that the principles of justice are for individuals in a society, and in general he assumes that the society is an ethnically homogeneous state. He thus follows the tradition associated with the dominant form of the social contract theory, which focuses on the individual and the state. His assumptions neglect the fact that almost all states are ethnically plural or heterogeneous, and that many of them confer special status and rights on ethnic groups as collective entities; for example, many of them confer special status and rights on indigenous groups, on groups disadvantaged by prior discrimination, and on minorities and other groups conceded a right to survive as distinct cultural entities. Status and rights for groups necessarily mean differentiation among individuals depending on their membership; and this in turn means that a theory of justice that focuses on the individual and neglects the group both fails to account for existing practices and fails to give guidance where the practices are at issue.

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