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ERIC Number: EJ760716
Record Type: Journal
Publication Date: 2006
Pages: 20
Abstractor: Author
ISSN: ISSN-0092-1815
Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment
House, J. Daniel
International Journal of Instructional Media, v33 n4 p443-462 2006
An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics achievement. The purpose of this study was to simultaneously examine relationships between instructional strategies, self-beliefs, and mathematics achievement of students in Japan. Students included in these analyses were from the Third International Mathematics and Science Study 1999 (TIMSS 1999) International Sample (13-year-olds) from Japan. Variance estimation procedures for complex sampling designs were employed and the dependent measure used in this study was each students' algebra score on the TIMSS mathematics assessment. There were several significant findings from this study and these results identify significant relationships between classroom teaching practices and algebra achievement. Further, students who held positive attitudes toward mathematics tended to have higher algebra test scores while students who attributed success in mathematics at school to good luck tended to have lower algebra scores. These results emphasize the importance of instructional strategies and the consideration of student motivation and self-beliefs when designing instructional programs for mathematics learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan