Within the IEA Third international Mathematics and Science Study (TIMSS) : the relationship between family background and mathematics achievement of Hong Kong students

1996 ◽  
Author(s):  
Kim-hung Yum
Keyword(s):  
Hong Kong ◽  
Mathematics Achievement ◽  
Family Background ◽  
Science Study ◽  
Hong Kong Students ◽  
And Mathematics ◽  
The Relationship ◽  
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.

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.

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.

Conservation, Seriation, Classification and Mathematics Achievement in Nigerian Children

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1335-1339 ◽  
Author(s):  
Helen Omotoso ◽  
Bernard Shapiro
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Achievement Test ◽  
Nigerian Children ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Achievement Test

This study investigated the relationship among the acquisition of mathematics achievement and the abilities of conservation, seriation, and classification. Native Nigerian children, ages 4 to 8 yr. ( N = 120), were subjects. Data showed (a) moderate to high relationships of mathematics achievement and conservation, seriation, and classification abilities, (b) few sex differences either on the mathematics achievement test or on the performance of the various Piagetian tasks, and (c) that the operational stage is attained around the age 8 rather than somewhat earlier as we expected.

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