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Learning To Value Mathematics: Individual Differences and Classroom Effects. Anderman, Eric M., And Others [microform]
Learning To Value Mathematics: Individual Differences and Classroom Effects. Anderman, Eric M., And Others [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 보고서번호
- HD17553
- 청구기호
- 서명/저자
- Learning To Value Mathematics: Individual Differences and Classroom Effects. : Anderman, Eric M., And Others - [microform]
- 발행사항
- 형태사항
- 14; 1
- 총서명
- ERIC Reports
- 주기사항
- 14p.; Paper presented at the Annual Meeting of the Society for Research in Child Development (Indianapolis, IN, March 1995).
- 초록/해제
- 요약Hierarchical linear modeling was used to examine the effects of individual and classroom level factors on reported value of mathematics for students (n557) in grades three, four, and six. Data for this study came from the Childhood and Beyond study. Results indicated that the use of computers and computer efficacy were both positively related to students valuing of mathematics. A negative relationship was found between teachers giving parents positive feedback and students levels of valuing math in classrooms. This is in contrast to prior studies that suggest parents ratings of students abilities in math are related to students interest in math. It was determined that grade level is not a significant predictor of valuing mathematics, but that attending a mid dle level school has detrimental effects on students valuing of mathematics. The results of the study suggest that teachers do make a difference and that, after controlling for various student characteristics, classroom-level variables still have important effects on students valuing of mathematics. (SYB)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 일반주제명
- 키워드
- 기타저자
- 기타저자
MARC
008980928s1995 us b 000 0 eng d■0010000454815
■001PCUL00367679
■002ED382459
■00520020813195641
■007heuumu---buua
■008980928s1995 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■088 ▼aHD17553
■090 ▼a370.78▼bE68
■24500▼aLearning To Value Mathematics: Individual Differences and Classroom Effects.▼cAnderman, Eric M., And Others▼h[microform]
■260 ▼aU.S.; KentuckyX▼cMar 95
■300 ▼a14; 1
■440 0▼aERIC Reports
■500 ▼a14p.; Paper presented at the Annual Meeting of the Society for Research in Child Development (Indianapolis, IN, March 1995).
■520 ▼aHierarchical linear modeling was used to examine the effects of individual and classroom level factors on reported value of mathematics for students (n557) in grades three, four, and six. Data for this study came from the Childhood and Beyond study. Results indicated that the use of computers and computer efficacy were both positively related to students valuing of mathematics. A negative relationship was found between teachers giving parents positive feedback and students levels of valuing math in classrooms. This is in contrast to prior studies that suggest parents ratings of students abilities in math are related to students interest in math. It was determined that grade level is not a significant predictor of valuing mathematics, but that attending a mid dle level school has detrimental effects on students valuing of mathematics. The results of the study suggest that teachers do make a difference and that, after controlling for various student characteristics, classroom-level variables still have important effects on students valuing of mathematics. (SYB)
■521 ▼aRes
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■650 4▼xEducation
■653 ▼aClassroom Environment▼aComputer Literacy▼aElementary Education▼aIndividual Differences▼aMathematics Achievement▼aMathematics Instruction▼aMathematics Teachers▼aParent Participation▼aStudent Characteristics▼aStudent Interests▼aTeacher Student Relationship
■7001 ▼aAnderman, Eric M.
■7001 ▼aAnd Others
■999 ▼a143; 150
