Who Takes What Math and in Which Track? Using TIMSS to Characterize U.S. Students’ Eighth-Grade Mathematics Learning Opportunities

2001 ◽  
Vol 23 (4) ◽  
pp. 323-341 ◽  
Author(s):  
Leland S. Cogan ◽  
William H. Schmidt ◽  
David E. Wiley
Keyword(s):  
Mathematics Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Eighth Grade ◽  
Individual Student ◽  
Significant Relationships ◽  
Eighth Grade Students ◽  
Urban Rural ◽  
Difficulty Score ◽  
Mathematics Course

This article examines the range of eighth-grade mathematics learning opportunities in the United States, drawing on data gathered for the Third International Mathematics and Science Study (TIMSS). Sources of variation in the provision of learning opportunities are identified, and patterns in eighth-grade mathematics course offerings are compared across schools. Comparison of students’ learning opportunities includes consideration of the specific course in which they were enrolled, the type of textbook employed for the course, and the proportion of time teachers devoted to teaching specific topics. Analyses revealed a mismatch between the mathematics course title and the textbook employed in the course for nearly 30% of U.S. eighth-grade students. Course-textbook combinations demonstrated significant relationships with the time teachers devoted to specific topics and the international topic difficulty score. Some differences in mathematics learning opportunities were found on the basis of a school’s location (urban, rural, suburban), size, and percentage of minority enrollment. We contend that the significant relationships found were not consistent enough to provide a satisfactory explanation for the observed variation and that individual student differences, which often provide an implicit rationale for tracking, also represent an inadequate explanation for the observed diversity in curricular opportunities. We conclude that recognizing the multiple definitions for students’ classroom mathematics learning experiences is an important step in reform and policy discussions.

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

scholarly journals Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?

2021 ◽  
Vol 11 (12) ◽  
pp. 792
Author(s):  
Michele L. Stites ◽  
Susan Sonnenschein ◽  
Yongxiang Chen ◽  
Kyoko Imai-Matsumura ◽  
Hatice Gürsoy
Keyword(s):  
United States ◽  
Teacher Perceptions ◽  
Online Survey ◽  
Mathematics Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Free Play ◽  
Group Instruction ◽  
Classroom Library ◽  
Classroom Libraries

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.

scholarly journals Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula

2014 ◽  
Vol 116 (8) ◽  
pp. 1-32
Author(s):  
Thurston Domina ◽  
Andrew M. Penner ◽  
Emily K. Penner ◽  
Annemarie Conley
Keyword(s):  
Mathematics Achievement ◽  
Middle Schools ◽  
Eighth Graders ◽  
The United States ◽  
Eighth Grade ◽  
Negative Consequences ◽  
School Year ◽  
10Th Grade ◽  
Prior Achievement ◽  
Mathematics Course

Background/Context Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. Research Questions (1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students’ mathematics achievement? Setting Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district's 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts’ students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004–20-05 through 2007–20-08 school years. Intervention/Program/Practice During the study period, Towering Pines dramatically intensified middle school students’ math curricula: In the 2004–20-05 school year 32% of the district's 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007–20-08 school year that proportion had increased to 84%. Research Design We use an interrupted time-series design, comparing students’ 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement. Findings/Results We find that students’ odds of taking higher level mathematics courses increased as this district implemented the state's Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined. Conclusions/Recommendations Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement.

scholarly journals Peningkatan Hasil Belajar Matematika Melalui Strategi Pembelajaran Kreatif-Produktif Pada Materi Operasi Aljabar

2019 ◽  
Vol 3 (1) ◽  
pp. 46
Author(s):  
Ayu Komalasari ◽  
Darmasih Darmasih
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Eighth Grade ◽  
Average Score ◽  
Average Value ◽  
Eighth Grade Students

Abstrak: Tujuan penelitian ini adalah untuk meningkatkan hasil belajar matematika siswa kelas VIII SMP melalui penerapan strategi pembelajaran kreatif-produktif. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Data yang dikumpulkan dari penelitian adalah hasil tes dan observasi. Hasil penelitian menunjukkan bahwa nilai rata-rata diperoleh siswa pada siklus I sebesar 48,68 dengan ketuntasan klasikal belajar sebsar 71,42 dan pada siklus II nilai rata-rata sebesar 64,34 dengan ketuntasan klasikal belajar sebsar 78,12%. Sedangkan aktivitas siswa pada siklus I pertemuan pertama menghasilkan rata-rata 8,4 dan pertemuan kedua dengan rata-rata sebesar 10,2, kemudian pada siklus II pertemuan pertama dengan rata-rata 11,6 dan pada pertemuan kedua dengan rata-rata 15,4. Hasil penelitian menujukkan adanya peningkatan hasil belajar matematika melalui strategi pembelajaran kreatif-produktif pada materi operasi aljabar kelas VIII SMP.Abstract:  The purpose of this study was to improve the mathematics learning outcomes of eighth grade students of Junior High School through the application of creative-productive learning strategies. This type of research is classroom action research (CAR). Data collected from research are test results and observations. The results showed that the average value obtained by students in the first cycle was 48.68 with the classical completeness of learning was 71.42 and in the second cycle the average score was 64.34 with the classical completeness of learning was 78.12%. While the activities of students in the first cycle of the first meeting produced an average of 8.4 and the second meeting with an average of 10.2, then in the second cycle the first meeting with an average of 11.6 and at the second meeting with an average of 15, 4. The results of the study showed an increase in mathematics learning outcomes through creative-productive learning strategies in algebraic operating material in eighth grade students of Junior High School.

scholarly journals Model Pembelajaran Student Teams Achievement Divission (STAD) Pada Pembelajaran Matematika di SMPN 46 Sijunjung

2019 ◽  
Vol 3 (1) ◽  
pp. 32-43
Author(s):  
Dwi Yuli ◽  
Rivdya Eliza
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Eighth Grade ◽  
Cooperative Model ◽  
Quantitative Research Methods ◽  
Average Value ◽  
School Year ◽  
Eighth Grade Students ◽  
Class Test

This paper study about the interest and the low mathematics learning outcomes of eighth grade students of SMP N 46 Sijunjung in the school year 2017/2018. The aimsof this research are to know:1) the interest of student learning taught by the STAD cooperative learning model, 2) Mathematics learning outcomes from students that taught with the STAD type cooperative model in class VIII SMP N 46 Sijunjung 2017/2018 school year. This research is an experimental research and uses quantitative research methods. The subjects of this study were all eighth grade students of SMP N 46 Sijunjung. The sample taken by purposive sampling technique. The results showed that 1) the interest in mathematics learning of students taught with STAD was categorized as good with a percentage of 84.50% and 2) the mathematics learning outcomes of students taught with the STAD type cooperative model were higher than the mathematics learning outcomes of students taught with conventional learning models. It can be seen from the acquisition of the average value of the experimental class test 81.50 and the average value of the control class test 72.25. The percentage of student learning completeness in the experimental class was 70%, while in the control class 40%. After testing the hypothesis using the t-test, obtained t count> t table (2.68> 1.68) with αi = i0.05 at the 95% confidence interval, then the decision is H0 rejected and H1 accepted.

scholarly journals Eighth Grade Students’ Misconceptions and Errors in Mathematics Learning in Nepal

2021 ◽  
Vol 10 (3) ◽  
pp. 1101-1121
Author(s):  
Mukunda Prakash ◽  
Bed Raj ◽  
Bishnu Khanal ◽  
Ram Krishna ◽  
Shashidhar Belbase*
Keyword(s):  
Mathematics Learning ◽  
Eighth Grade ◽  
Eighth Grade Students

scholarly journals The Influence of Learning Motivation on Mathematics Learning Achievement in terms of Gender of Class VIII Students of SMP Negeri 5 Tarakan

2021 ◽  
Vol 2 (2) ◽  
pp. 42-50
Author(s):  
Shinta Wulandari ◽  
Hermansyah Hermansyah ◽  
Yanti Indah Pratiwi
Keyword(s):  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Motivation ◽  
Eighth Grade ◽  
Learning Achievement ◽  
Significance Level ◽  
Eighth Grade Students ◽  
Class Viii ◽  
Inferential Analysis ◽  
And Gender

This study aims to determine the effect of learning motivation on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan, the effect of gender on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan, and the effect of interaction between learning motivation and gender on mathematics learning achievement. VIII grade students of SMP Negeri 5 Tarakan. The type of research used is quantitative with a causal associative approach. The population in this study were all eighth grade students of SMP Negeri 5 Tarakan. Sampling was carried out using Proportionate Stratified Random Sampling. The sample in this study amounted to 163 students, including 88 male students and 75 female students. Data was collected using a questionnaire and score documentation. Data analysis technique used descriptive analysis and inferential analysis which was processed with the help of SPSS 24 application. Descriptive analysis used mode, while inferential analysis used Two Way ANOVA. Based on the results of the analysis with a significance level of 5% or 0,05, it can be concluded that: (1) there is an influence of learning motivation on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan; (2) there is an influence of gender on the mathematics learning achievement of eighth grade students of SMP Negeri 5 Tarakan; (3) there is no interaction effect between learning motivation and gender on mathematics learning achievement of class VIII students of SMP Negeri 5 Tarakan.

scholarly journals IMPLEMENTATION OF STAD TYPE COOPERATIVE LEARNING TO IMPROVE MATHEMATICAL LEARNING OUTCOMES CLASS VIII STUDENTS

JIPMat ◽  
2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Mohammad Archi Maulyda ◽  
Umar Umar ◽  
Muhammad Erfan ◽  
Vivi Rachmatul Hidayati ◽  
Linda Feni Haryati
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Group Discussion ◽  
Eighth Grade ◽  
Mathematical Learning ◽  
Question And Answer ◽  
Eighth Grade Students ◽  
Class Viii

This study aims to describe the application of STAD type cooperative learning that can improve mathematics learning outcomes of eighth-grade students of SMPN 12 Malang. This type of research is a PTK Kemmis & Mc Taggart model with qualitative consisting of two cycles. This research was conducted in class VIII-A of SMPN 12 Malang which was held by 30 students. Based on the research, STAD type cooperative learning steps are obtained that can improve mathematics learning outcomes of VIII grade students of SMPN 12 Malang, namely (1) Class presentations, teachers do apperception and encourage through question and answer and worksheets. (2) Group discussion, students work together with their groups to work on problems through worksheets. (3) Individual quizzes, students work on individual quizzes. (4) Calculation of individual improvement scores, students exchange and correct the quiz results. Quiz results are used to determine individual or student improving scores and group scores. (5) Giving awards, teachers give awards to the best groups.

scholarly journals Pengaruh Motivasi Belajar Terhadap Prestasi Belajar Matematika Siswa Kelas VIII SMPN 1 Kuala Behe

2019 ◽  
Vol 7 (2) ◽  
pp. 85
Author(s):  
Rahmat Winata ◽  
Rizki Nurhana Friantini
Keyword(s):  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Eighth Grade ◽  
Learning Achievement ◽  
Ex Post ◽  
Analysis Technique ◽  
Ex Post Facto ◽  
Eighth Grade Students ◽  
Kolmogorov Smirnov

<em>The purpose of this study was to determine the effect of learning motivation on mathematics learning achievement of eighth grade students of SMP N 1 Kuala Behe acedemic year of 2018/2019 Landak Regency. This type of research was quantitative with ex post facto approach. The population of all eighth grade students at SMP N 1 Kuala Behe. The number of sample in this study was 64 students who were selected using saturated sampling technique. The data analysis technique used simple linear regressionwith prerequisite test namely normality of Kolmogorov-Smirnov method, heteroscedasticity of Glejser method, linearity using test for linearity, multicolonity using Variance Inflation Factor (VIF), and autocorrelation of Durbin-Watson method. The result shows that there is an effect of learning motivation on mathematics learning achievement of eighth grade students of SMP N 1 Kuala Behe academic year 2018/2019 Landak Regency. The result of R square = 0,915 x 100% = 19,5% which indicates that the mathematics learning achievement of eighth grade students of SMP N 1 Kuala Behe can be explained by learning motivation of 19,5%.</em>

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