Mathematics Achievement

This study through a quantitative research methodology investigated mathematics productive disposition as a correlate of senior secondary school students' achievement in mathematics in Nige-ria. A correlational research design was implemented for the study in which three research questions were answered. The sample consisted of 1600 senior secondary school year three mathematics students randomly selected from 40 schools in education district III of Lagos State, Nigeria. Two instruments namely: Mathematics Productive Disposition Scale (MPDS with a reliability coefficient of 0.88) and Mathematics Achievement Test (MAT with a reliability coefficient of 0.88) were used for data collection. The collected data were analysed using Pearson product-moment correlation and multiple regression analysis at 0.05 level of significance. Results showed that the senior secondary school students recorded high mathematics productive disposition. There were statistically significant relationships between mathematics productive disposition and its dimensions with achievement in mathematics among senior secondary school students. The eight dimensions of mathematics productive disposition made statistically significant contributions of 84.3% to the prediction of achievement in mathematics. Based on these findings , it was advocated that the senior secondary school mathematics teachers should develop students' mathematics productive disposition to stimulate their achievement in mathematics. ARTICLE HISTORY

In this study, it is aimed to examine the effect of classroom assessment on science and mathematics achievements. For this purpose, hierarchical linear modeling (HLM) is performed using variables of like learning science/maths, engage teaching in science/maths, confidence in science/ maths, and home resources for learning variables at the student level, and experience, education level, homework, and assessment at the teacher level. The sample of the study consists of 4th grade students who participated in TIMSS 2015 in Turkey. According to the findings; 36% of variance in science achievement, and 40% of variance in mathematics achievement are due to variability between classes. In a random coefficient model, all student variables were found to be statistically significant predictors of science and mathematics achievement. Among these variables, the greatest effect size is self-confidence variability. Only the teacher variables are added according to the Means as the outcome model; the teacher's experience and emphasis to national achievement tests of monitoring students' progress had a statistically significant effect on science and mathematics achievement. Finally, according to the intercept and slopes of the outcomes model, the most important variable is the emphasis to national achievement tests of monitoring students' progress in both science and mathematics.

Understanding how to maximize classroom climate factors that may positively affect student achievement scores in mathematics is vital to school improvement efforts. This study examines the impact teacher trust in clients and classroom friction have on elementary math achievement. Both student and teacher perceptions are explored. Surveys were collected from 482 students and their teachers from 26 math classrooms across ten elementary schools in Texas. Intraclass correlations were calculated to identify the level of variation in math achievement between classrooms. Next, a random coefficient HLM model was employed to identify the specific impacts that teacher trust in students and parents and classroom friction have on elementary math achievement. Finally, an intercepts as slope HLM model was created to isolate potential interaction effects between Level 1 (classroom) and the Level 2 (school) variables. The results of the analyses indicate that both teacher trust in clients and classroom friction make statistically significant impacts on the variance in elementary math achievement. Teacher years of experience on campus and socioeconomic status are also examined. Implications are discussed.

Catholic social teaching affirms the primary role of parents in their children’s education,
as well as the importance of forging a positive home-school partnership.
The purpose of this article is to provide empirical evidence for further cultivating a
collaborative, home-school relationship aimed at improving the mathematics performance of Catholic school first grade students by training parents as providers
of at-home numeracy support. The participants included 60 parents (29 Black; 2
Asian; 1 Latino; 26 White; and 2 other) from two urban, Catholic schools. Parents
randomly assigned to the experimental group received numeracy training and
materials and, then, implemented a 15-week home numeracy intervention. Results
revealed that students in the treatment group (or those who received the parentchild
home numeracy intervention) made large and statistically significant gains
in their mathematics achievement, measured by a standardized test, as compared
to the control group.

The purpose of the study was to compare the mathematics achievement of grade 10 students of Addis Ababa government secondary schools who were taught using two different methods of instruction: Satellite Television Instruction (STVI) and Face-to-Face (teacher-based) instruction. The study was conducted in four schools. The first two schools utilized STV for instructional purposes, and the remaining two did not use STV. The subjects for the study were 424 grade 10 students from both groups. Out of them, 210 students were STV instructed and 214 students were instructed face-to-face. The instruments used for the study were interview, achievement test, and questionnaires. The result suggested that there was significant difference in mathematics achievement between the two groups, and the teacher-based instructed group was more successful. Besides, students from STVI group preferred to learn with teacher-based method of instruction. Most students noted that fast presentation, lack of time to do exercises and to take notes from the screen, and difficulty of understanding the language and accent used by the STV teacher were some of the reasons that prevented the students from succeeding in the subject. The findings of this study suggest that even though STVI has its own advantages, there is a lot to be done in order to integrate it with teacher-based instruction to improve student achievement.

This study was conducted to investigate the impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. Sample consisted of 400 preschool children. As data collection tools " Beliefs Survey " , " Math Anxiety Scale " , " Number and Operation Task " and " Geometric Shapes Sorting Task " were used. Results showed that teachers' mathematics anxiety did not lead to significant difference on children's mathematics achievement while their beliefs towards mathematics education made a significant difference on children's mathematics achievement.

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016–2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments.