Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru

Autor/inn/en	Cueto, Santiago; Ramirez, Cecilia; Leon, Juan
Titel	Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru
Quelle	In: Educational Studies in Mathematics, 62 (2006) 1, S.25-55 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-006-7922-2
Schlagwörter	Mathematics Achievement; Sample Size; Developing Nations; Educational Opportunities; Grade 6; Public Schools; Foreign Countries; National Curriculum; Summative Evaluation; Portfolio Assessment; Task Analysis; Curriculum Evaluation; Peru + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Developing country; Developing countries; Entwicklungsland; Bildungsangebot; Bildungschance; School year 06; 6. Schuljahr; Schuljahr 06; Public school; Öffentliche Schule; Ausland; Portfoliobeurteilung; Aufgabenanalyse; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from 22 public schools in Lima, Peru. OTL were defined in this study as curriculum coverage, cognitive demand of the tasks posed to the students, percent of mathematical exercises that were correct and quality of feedback. These variables were coded in the workbooks and notebooks of the students, which were gathered at the end of the school year (at the same time, the mathematics achievement test was administered). The results show that: (a) regarding OTL, less than half of the exercises available in the workbooks were solved, teachers overemphasize some topics of the national curriculum ({i.e.} related to Number and Number Sense), they pose tasks that are at very low levels of cognitive demand, and it is common to find mistakes in the students' answers to problems that have no feedback (or even worse, the feedback is wrong); (b) students in relatively poorer, multigrade classrooms have less OTL; (c) OTL, as defined earlier, is positively associated with achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10