Teacher Characteristics as Predictors of Mathematics Attitude and Perceptions of Engaged Teaching among 12th Grade Advanced Mathematics Students in the U.S

Autor/inn/en	Smith, Thomas J.; Walker, David A.; Hsu, Wen-Yi; Lu, Ying-Yan; Hong, Zuway-R; McKenna, Cornelius M.
Titel	Teacher Characteristics as Predictors of Mathematics Attitude and Perceptions of Engaged Teaching among 12th Grade Advanced Mathematics Students in the U.S
Quelle	In: Education Inquiry, 13 (2022) 3, S.338-353 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Zuway-R)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2021.1883910
Schlagwörter	High School Students; Grade 12; Mathematics Instruction; Student Attitudes; Social Cognition; Advanced Courses; Teacher Characteristics; Foreign Countries; Mathematics Teachers; Parent Education; Learner Engagement; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Soziale Kognition; Fortgeschrittenenunterricht; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Parents education; Elternbildung; Elternschule
Abstract	The present study examined the 2015 Trends in International Mathematics and Science Study "Advanced" data to examine how the educational credentials of maths teachers and other teacher characteristics were related to attitude towards advanced mathematics and perceptions of engaged teaching among 12th-grade students enrolled in advanced mathematics courses in the U.S. As attitudinal outcomes in this study, two measures of attitude towards mathematics were employed -- the Students Like Learning Advanced Mathematics scale and the Students Value Advanced Mathematics scale, and one measure of student perception of engaged teaching -- the Students' Views on Engaging Teaching in Advanced Mathematics Lessons. A set of multilevel regression analyses were conducted predicting each of these aforementioned outcomes. No statistically significant effects on the attitudinal outcomes were observed for teacher variables. Positive effects were noted for parental education on students' valuing of advanced mathematics. A prominent finding was that higher levels of parental education were associated with higher student levels of valuing mathematics, which likely reflects a family/home culture that implicitly or explicitly places high value on science and mathematics. Identifying factors that might facilitate positive attitude is important to increase the likelihood that students will choose, and be retained in, mathematics and STEM education and careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01