Identifying the Factors Influencing Mathematical Literacy in Several Spanish Regions

Autor/inn/en	Lara-Porras, Ana María; Rueda-García, María del Mar; Molina-Muñoz, David
Titel	Identifying the Factors Influencing Mathematical Literacy in Several Spanish Regions
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1630 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lara-Porras, Ana María) ORCID (Rueda-García, María del Mar) ORCID (Molina-Muñoz, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Achievement Tests; Foreign Countries; Secondary School Students; Mathematics Achievement; Scores; Student Characteristics; Institutional Characteristics; Rural Urban Differences; Immigrants; Grade Repetition; Economic Factors; Social Influences; Cultural Influences; Family Environment; Parent Background; Educational Attainment; Gender Differences; Books; Geographic Location; Spain; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Stadt-Land-Beziehung; Immigrant; Immigrantin; Immigranten; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Ökonomischer Faktor; Sozialer Einfluss; Cultural influence; Kultureinfluss; Familienmilieu; Elternhaus; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Book; Buch; Monographie; Monografie; Spanien
Abstract	The aim of this paper is to analyse the students' performance in the mathematical competency aspect of the Programme for International Student Assessment (PISA) 2015 tests and to compare 5 Spanish regions in this respect -- Navarra, Castile-León and Catalonia, with results above the national average; and Extremadura and Andalusia, with results below the national average -- in order to identify the factors causing these differences. To do so, we computed the degree of association between variables related to the students and to the schools with the scores obtained in the mathematical tests. The purpose of this analysis was to better understand the meaning of these scores and their causes and, above all, to propose educational policy actions for improving the students' mathematical performance. In this study, a 2-level regression model was applied to the data collected in the PISA 2015 tests. The first level included the factors related to the students and the second was composed of the variables related to the schools. Our results highlight the significant influence of factors such as immigrant status, grade repetition, location of the school (rural or urban) and economic and sociocultural status. The relevance of these factors to students' academic performance has been observed in previous editions of the PISA tests. We emphasise the need for action to improve students' mathematical performance and, therefore, their educational success. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01