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A comparison of the mathematics achi...

Caraisco-Alloggiamento, Janet D.,

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A comparison of the mathematics achievement, attributes, and attitudes of fourth-, sixth-, and eighth -grade students /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of the mathematics achievement, attributes, and attitudes of fourth-, sixth-, and eighth -grade students // Janet D Caraisco-Alloggiamento.
作者:	Caraisco-Alloggiamento, Janet D.,
面頁冊數:	1 electronic resource (222 pages)
附註:	Source: Dissertations Abstracts International, Volume: 70-10, Section: A.
Contained By:	Dissertations Abstracts International70-10A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3337508
ISBN:	9780549905295

A comparison of the mathematics achievement, attributes, and attitudes of fourth-, sixth-, and eighth -grade students /
Caraisco-Alloggiamento, Janet D.,

A comparison of the mathematics achievement, attributes, and attitudes of fourth-, sixth-, and eighth -grade students /Janet D Caraisco-Alloggiamento. - 1 electronic resource (222 pages)

Source: Dissertations Abstracts International, Volume: 70-10, Section: A.

The purpose of this researcher was a comparison of the mathematics achievement, attributes, and attitudes of fourth-, sixth- and eighth-grade students (gifted and non gifted). Specifically, this researcher investigated the relationships among attributes relating to mathematics (effort attribution, ability attribution), parental influence (perceived pressure, perceived support, family communication), attitudes relating to mathematics (perceived usefulness of mathematics, motivation towards mathematics, math self-concept), and mathematics achievement. A focus of this researcher was an analysis of different relationship outcomes between gifted and non-gifted boys and girls (n = 172). The research design of this study was non-experimental and ex post facto. The results of this study found significant differences in the math attributes, math attitudes, math attribution, and math achievement between the gifted and the non-gifted; significant differences in math attributes, math attitudes, math attribution, and math achievement between boys and girls; significant differences in math attributes, math attitudes, math attribution, and math achievement between elementary and middle-school levels; significant differences in math attributes, math attitudes, math attribution, and math achievement between family structures; significant direct and indirect effects of exogenous and endogenous variables for the math achievement of the full sample, the gifted, the non-gifted, the elementary and the middle-school students. The results of this study will contribute to the domain of education by providing additional insight into the relationships among students' math achievement, attributes, and attitudes, including the differences in these variables between boys and girls. The results of this research on the significant direct and indirect effects of exogenous and endogenous variables for the children's math achievement will permit teachers and administrators to create mathematics curriculum that is best matched to individual student achievement. The results of this study will also help teachers better understand the variability in their students when using data to improve student learning. Administrators may find the results of this research useful in narrowing the gap between the results their students are achieving and the results they strive for.

English

ISBN: 9780549905295Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Achievement

A comparison of the mathematics achievement, attributes, and attitudes of fourth-, sixth-, and eighth -grade students /
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520 $a The purpose of this researcher was a comparison of the mathematics achievement, attributes, and attitudes of fourth-, sixth- and eighth-grade students (gifted and non gifted). Specifically, this researcher investigated the relationships among attributes relating to mathematics (effort attribution, ability attribution), parental influence (perceived pressure, perceived support, family communication), attitudes relating to mathematics (perceived usefulness of mathematics, motivation towards mathematics, math self-concept), and mathematics achievement. A focus of this researcher was an analysis of different relationship outcomes between gifted and non-gifted boys and girls (n = 172). The research design of this study was non-experimental and ex post facto. The results of this study found significant differences in the math attributes, math attitudes, math attribution, and math achievement between the gifted and the non-gifted; significant differences in math attributes, math attitudes, math attribution, and math achievement between boys and girls; significant differences in math attributes, math attitudes, math attribution, and math achievement between elementary and middle-school levels; significant differences in math attributes, math attitudes, math attribution, and math achievement between family structures; significant direct and indirect effects of exogenous and endogenous variables for the math achievement of the full sample, the gifted, the non-gifted, the elementary and the middle-school students. The results of this study will contribute to the domain of education by providing additional insight into the relationships among students' math achievement, attributes, and attitudes, including the differences in these variables between boys and girls. The results of this research on the significant direct and indirect effects of exogenous and endogenous variables for the children's math achievement will permit teachers and administrators to create mathematics curriculum that is best matched to individual student achievement. The results of this study will also help teachers better understand the variability in their students when using data to improve student learning. Administrators may find the results of this research useful in narrowing the gap between the results their students are achieving and the results they strive for.
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