Relationship between Mathematical Literacy and Opportunity to Learn with Different Types of Mathematical Tasks

Autor/inn/en	Hwang, Jihyun; Ham, Yeajin
Titel	Relationship between Mathematical Literacy and Opportunity to Learn with Different Types of Mathematical Tasks
Quelle	In: Journal on Mathematics Education, 12 (2021) 2, S.199-222 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Mathematics Instruction; Mathematics Skills; Thinking Skills; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Student Surveys; Student Attitudes; Algebra; Mathematics Tests; Word Problems (Mathematics); Student Motivation; Study Habits; Numeracy; Databases; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schülerbefragung; Schülerverhalten; Textaufgabe; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten; Rechenkompetenz; Datenbank; Korea; Republik
Abstract	We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks -- algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning -- were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: https://ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01