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.

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.

scholarly journals SOCIOECONOMIC STATUS, PARENTAL INVOLVEMENT IN LEARNING AND STUDENT’ MATHEMATICS ACHIEVEMENT IN INDONESIAN SENIOR HIGH SCHOOL

2018 ◽  
Vol 37 (3) ◽  
Author(s):  
Kusaeri Kusaeri ◽  
Anindito Aditomo ◽  
Ali Ridho ◽  
Ah. Zakki Fuad
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Parental Involvement ◽  
Random Sampling ◽  
Education Level ◽  
Careful Consideration ◽  
Stratified Random Sampling ◽  
The Relationship ◽  
Parents Education

Abstract: The objectives of the research are to examine: (1) the relationship between parents’ education level as an indicator of socioeconomic status (SES) with students’ mathematics achievement, and (2) the interaction between parents’ education level and the intensity of parental involvement in predicting students’ mathematics achievement. The sample (N=2,867) was selected through stratified random sampling of Indonesian high school National Examination (NE) test takers in 2016. The sampling was based on careful consideration of the representativeness and the distribution of provinces, gender, type of school (general-vocational), and school status (public-private). Data was analyzed using parallel multiple mediator analyses. The findings highlight that: (1) compared to fathers, mothers’ education level had a stronger contribution to students’ achievement in mathematics, and (2) mothers’ involvement mediated the relationship between mothers’ level of education and students’ mathematics achievement. However, more intensive parental involvement was associated with lower mathematics achievement. Keywords: SES, mathematics, parents’ education levels, involvement  STATUS SOSIAL EKONOMI, KETERLIBATAN ORANGTUA DALAM BELAJAR DAN HASIL BELAJAR MATEMATIKA SISWA SMA DI INDONESIA Abstrak: Penelitian ini bertujuan untuk menguji: (1) kaitan antara tingkat pendidikan orangtua sebagai indikator  status sosial ekonomi (SSE) dengan  hasil belajar matematika siswa, dan (2) interaksi antara tingkat pendidikan orangtua dengan intensitas keterlibatan orangtua dalam memprediksi hasil belajar matematika anak-anaknya.  Sampel penelitian ini (N=2,867) dipilih secara stratified random sampling dari peserta Ujian Nasional di Indonesia tahun 2016 jenjang SMA. Pengambilan sampel didasarkan pada keterwakilan dan sebaran provinsi, jenis kelamin, jenis sekolah (SMA/MA atau SMK) dan status sekolah (negeri-swasta). Data dianalisis dengan menggunakan analisis parallel multiple mediator. Hasil penelitian menunjukkan: (1) pendidikan ibu memiliki peran sangat penting karena sangat berkonstribusi dalam menunjang hasil belajar matematika anaknya dibandingkan pendidikan ayah, dan (2) keterlibatan ibu dalam belajar anak yang dimediasi tingkat pendidikannya berpengaruh terhadap hasil belajar matematika anaknya. Namun demikian, keterlibatan orangtua yang terlalu intens dalam kegiatan belajar anak justru berdampak kurang baik terhadap hasil belajar matematika anaknya. Kata Kunci: SSE, matematika, tingkat pendidikan orangtua, keterlibatan

Class Size and Eighth-Grade Math Achievement in the United States and Abroad

2001 ◽  
Vol 23 (3) ◽  
pp. 251-273 ◽  
Author(s):  
Suet-ling Pong ◽  
Aaron Pallas
Keyword(s):  
United States ◽  
Hong Kong ◽  
Instructional Practices ◽  
Class Size ◽  
Math Achievement ◽  
The United States ◽  
Eighth Grade ◽  
Science Study ◽  
Using Data ◽  
The Relationship

Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.

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.

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