Rural junior secondary school students-perceptions of classroom learning environments and their attitude and achievement in mathematics in West China

详细信息    查看全文

• 作者：Xinrong Yang
• 关键词：Attitude towards mathematics ; Mathematics classroom learning environment ; Rural junior secondary school students
• 刊名：Learning Environments Research
• 出版年：2015
• 出版时间：July 2015
• 年：2015
• 卷：18
• 期：2
• 页码：249-266
• 全文大小：429 KB
• 参考文献：Afari, E., Aldridge, J., & Fraser, B. (2012). Effectiveness of using games in tertiary-level mathematics classrooms. International Journal of Science and Mathematics Education, 10, 1369-392.View Article
  Aldridge, J. M., & Fraser, B. J. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan. Learning Environments Research, 3, 101-34.View Article
  Aldridge, J. M., Fraser, B. J., & Huang, I. T. C. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48-7.View Article
  Biggs, J. B. (1998). Learning from Confucian heritage: So size doesn’t matter? International Journal of Educational Research, 29, 723-38.View Article
  Cai, J., & Nie, B. (2007). Problem solving in Chinese mathematics education: Research and practice. ZDM-The International Journal on Mathematics Education, 30, 459-73.View Article
  Chionh, Y. H., & Fraser, B. J. (2009). Classroom environment, achievement, attitudes and self esteem in geography and mathematics in Singapore. International Research in Geographical and Environmental Education, 18, 29-4.View Article
  Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academic Press.
  Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4, 243-57.View Article
  Fan, L., & Zhu, Y. (2004). How have Chinese students performed in mathematics? A perspective from large-scale international comparisons. In L. Fan, N. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 3-6). Singapore: World Scientific.View Article
  Fennema, E., & Sherman, J. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments designed to measure attitudes toward the learning of mathematics. Journal for Research in Mathematics Education, 7, 324-26.View Article
  Forgasz, H. J. (1995). Gender and the relationship between affective beliefs and perceptions of grade 7 mathematics classroom learning environments. Educational Studies in Mathematics, 20, 219-39.View Article
  Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environment Research, 1, 7-3.View Article
  Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 103-24). Mahwah, NJ: Lawrence Erlbaum.
  Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191-239). New York: Springer.View Article
  Fraser, B. J., & Kahle, J. B. (2007). Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data. International Journal of Science Education, 29, 1891-909.View Article
  Goh, S. C., & Fraser, B. J. (1998). Teacher interpersonal behaviour, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1, 199-29.View Article
  Haladyna, T., Shaughnessy, J., & Shaughnessy, M. (1983). A causal analysis of attitude toward mathematics. Journal for Research in Mathematics Education, 14, 19-9.View Article
  Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49, 25-6.View Article
  Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9, 691-05.View Article
  Huang, T., Aldridge, J., & Fraser, B. (1998). A cross-national study of perceived classroom environments in Taiwan and Western Australia: Combing quantitative and qualitative approaches (in Chinese). Science Education, 6, 343-62.
  IMO. (2013). Results. Retrieved March 10, 2013, from http://?www.?imo-official.?org/?results.?aspx
  Khalil, M., & Saar, V. (2009). The classroom learning environment as perceived by students in Arab elementary schools. Learning Environments Research, 12, 143-56.View Article
  Leder, G. (1995). Equity inside the mathematics classroom: Fact or artifact? In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 209-24). New York: Cambridge University Press.
  Lee, S. Y. (1998). Mathematics learning and teaching in the school context: Reflections from cross-cultural comparisons. In S. G. Paris & H. M. Wellman (Eds.), Global prospects for education: Development, culture, and schooling (pp. 45-7). Washington, DC: American Psychological Association.View Article
  Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47(1), 35-1.View Article
  Leung, F. K.
• 作者单位：Xinrong Yang (1)
  
  1. School of Mathematics and Statistics, Southwest University, Chongqing, 400715, People’s Republic of China
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Education
  Education and Society
  Artificial Intelligence and Robotics
  
• 出版者：Springer Netherlands
• ISSN：1573-1855

文摘

This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this Class? questionnaire and a mathematics attitude scale, the study involved data from 749 Grade 7, 842 Grade 8 and 864 Grade 9 students from 12 coeducational schools and 52 classrooms in three provinces. Data were analysed through factor analysis, descriptive statistics, two-way ANOVA, simple correlation analysis and multiple regression analysis. It was found that rural junior secondary students generally did not perceive their mathematics classroom environment very favourably, and they did not hold very positive attitudes towards mathematics. There existed significant gender and grade differences in the perceptions of mathematics classroom learning environments and attitudes towards mathematics. Positive correlation between mathematics classroom learning environment and students-attitudes towards mathematics and their mathematics achievement were identified.