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ERIC Number: EJ1213275
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0267-1522
How Teachers' Practices and Students' Attitudes towards Technology Affect Mathematics Achievement: Results and Insights from PISA 2012
Tourón, Javier; Navarro-Asencio, Enrique; Lizasoain, Luis; López-González, Emelina; García-San Pedro, María José
Research Papers in Education, v34 n3 p263-275 2019
The present work seeks to deepen the impact of factors linked to the characteristics of teaching practices and students' attitudes towards the use of technology on their performance in mathematics in the process of teaching-learning in the Spanish context. In this sense, this study is a secondary analysis of the PISA 2012 data. Therefore, it is an ex post facto design. Regarding the attitudes and the contextual variables, the results do coincide with the accumulated evidence. However, once these contextual effects have been controlled for, the negative relationship found between the pedagogic strategies used by the teachers and the mathematics score cannot but convey perplexity, since the results relative to student-oriented, formative assessment and teacher-directed instruction are clearly contradictory to the solid previous evidence. The data do not allow us to explain this paradoxical result. We dare to point to a conjecture that we find plausible. All these complex variables are informed through questionnaires responded to by students and require a great degree of inference in the answers. Future studies must consider the complexity of the measured variables as well as the students' perception and understanding of them.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Identifiers - Assessments and Surveys: Program for International Student Assessment