The Differential Role of Socioeconomic Status in the Relationship between Curriculum-Based Mathematics and Mathematics Literacy: The Link between TIMSS and PISA

Autor/inn/en	Kang, Hana; Cogan, Leland
Titel	The Differential Role of Socioeconomic Status in the Relationship between Curriculum-Based Mathematics and Mathematics Literacy: The Link between TIMSS and PISA
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 1, S.133-148 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Hana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10133-2
Schlagwörter	Socioeconomic Status; Correlation; Curriculum Based Assessment; Mathematics Achievement; Mathematics Skills; Numeracy; Transfer of Training; Problem Solving; Foreign Countries; Elementary Secondary Education; Achievement Tests; International Assessment; Mathematics Tests; Student Characteristics; Russia; Trends in International Mathematics and Science Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Rechenkompetenz; Training; Transfer; Ausbildung; Problemlösen; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Russland
Abstract	Students' socioeconomic status (SES) is not only directly related to mathematics achievement but also indirectly related to mathematics achievement through their unequal opportunity to learn (OTL). Despite a plethora of studies about how mathematics achievement is associated with SES and OTL, few systematic studies have examined the differential role SES plays in the relationship between curriculum-based mathematics performance and application-based mathematics literacy. To bridge the gap in the literature, this study aims at addressing the relationship between curriculum-based mathematics and application-based mathematics while considering the OTL associated with students at the two different assessment time points. Using the unique data set from the Russian Federation in which a subset of the 2011 Trends in International Mathematics and Science Study (TIMSS) student sample also took the Program for International Student Assessment (PISA) assessment 1 year later, we found that lower SES students had difficulties in transferring their curriculum-based mathematics knowledge and skills to mathematics literacy, which plays an important role in the present society's high-complexity demands. These results suggest that students with a lower SES need to receive greater attention and focus on their mathematics learning so as to improve their capacity to interpret and evaluate real-world problems mathematically and to make better decisions using this competency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01