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  • Mathematics performance and the role played by affective and background factors

    Author(s)
    Grootenboer, Peter
    Hemmings, Brian
    Griffith University Author(s)
    Grootenboer, Peter J.
    Year published
    2007
    Metadata
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    Abstract
    In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children's mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with ...
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    In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children's mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with mathematics performance were significant and in the direction as predicted. Moreover, the findings from a logistic regression showed that a combination of these variables was able to appropriately classify students who either were below-average or above-average mathematics performers. We pay particular attention to the influence of certain dispositions with respect to mathematics performance and conclude by detailing the implications of the study for teachers and researchers.
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    Journal Title
    Mathematics Education Research Journal
    Volume
    19
    Issue
    3
    Publisher URI
    http://www.merga.net.au/publications/merj.php
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/32308
    Collection
    • Journal articles

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