ERIC Number: ED313230
Record Type: Non-Journal
Publication Date: 1988
Reference Count: N/A
Cross-Cultural Investigations into Student Development of Spatial Relations and Abstract Mathematical Thought: Some Preliminary Findings from Australia, Japan and the United States.
Iben, Miriam F.
This study investigated the development of abstract mathematical thought and spatial relations of 13- and 14-year-old students who attended public schools in Australia, Japan, and the United States. Dependent variables included age, ability grouping, ethnicity, sex, mathematics attitudes, and mathematics classroom behaviors. Significant differences were found for age in all cases except Japanese spatial relations. Accelerated mathematics ability group membership had the largest significant predictive regression weight for the United States and Australia. Lowest mathematics ability group membership had a significant, negative regression weight for U.S. students and a non-significant regression weight for the Australian sample. Sex differences favored Australian females. Intrinsic motivation to study mathematics was the most universal significant regression weight. Mathematics confidence and lack of anxiety were significant predictors for Australian and U.S. Caucasian males and Japanese males, but not for females in any regression. Mathematics usefulness was a significant predictor for Japanese and Australian Asian students. Mathematics as a gender neutral subject was a significant negative predictor for Australian Caucasian males and a positive predictor for all other groups. Tables of correlations, means, and standard deviations in each group are appended. Lists 40 references. (Author/YP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Japan