Important Prerequisites for Students’ Mathematical Achievement

dc.creator	Joakim SAMUELSSON
dc.creator	Kjell GRANSTRÖM
dc.date	2007-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:34:55Z
dc.date.available	2015-07-20T22:34:55Z
dc.identifier	1304-9496
dc.identifier	https://doaj.org/article/aa5dc3c2daa94606913ef847c05558a3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22843
dc.description	The overall purpose of this study is to disclose plausible prerequisites for students’ success in mathematics. The assumption is that a number of interactional conditions are important for students’ achievement in mathematics. Certainly, there are individual differences with respect to intellectual qualifications. However, this study concentrates on contextual aspects in the sense of educational preconditions and family background. A basic assumption is that such aspects may be related to the students’ attitudes to the school subject “mathematics” which in turn may influence their performance (grades). In order to verify or falsify these hypotheses, information about students’ attitudes towards mathematics, their perception of classroom settings, their parental support as well as their actual achievements was collected. Using data from a national survey including 120 different comprehensive schools, information from 6758 students (school year nine, age about 16) was analysed. The results show that one and the same classroom setting or educational strategy may have a different impact on dissimilar students. To some students, high demands, distinct objectives and invitations to participation can result in positive attitudes to mathematics. However, the same conditions can end up in a negative attitude among students. The reason for this outcome is discussed with reference to students’ home situation.
dc.language	English
dc.language	Turkish
dc.publisher	Çanakkale Onsekiz Mart University
dc.relation	http://eku.comu.edu.tr/index/3/2/jsamuelsson_kgranstrom.pdf
dc.relation	https://doaj.org/toc/1304-9496
dc.source	Journal of Theory and Practice in Education, Vol 3, Iss 2, Pp 150-170 (2007)
dc.subject	Mathematics
dc.subject	learning
dc.subject	teaching
dc.subject	attitudes
dc.subject	achievement
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Important Prerequisites for Students’ Mathematical Achievement
dc.type	article