How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012

Roderic Mòbil

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How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012

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dc.contributor.author Touron, Javier
dc.contributor.author Navarro Asencio, Enrique
dc.contributor.author Lizasoain, Luis
dc.contributor.author López González, Emelina
dc.contributor.author García San Pedro, María José
dc.date.accessioned 2018-01-12T10:48:17Z
dc.date.available 2018-01-12T10:48:17Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10550/63900
dc.description.abstract The present work seeks to deepen the impact of factors linked to the characteristics of teaching practices and students' attitudes towards the use of technology on their performance in mathematics in the process of teaching-learning in the Spanish context. In this sense, this study is a secondary analysis of the PISA 2012 data. Therefore, it is an ex post facto design. Regarding the attitudes and the contextual variables, the results do coincide with the accumulated evidence. However, once these contextual effects have been controlled for, the negative relationship found between the pedagogic strategies used by the teachers and the mathematics score cannot but convey perplexity, since the results relative to student-oriented, formative assessment and teacher-directed instruction are clearly contradictory to the solid previous evidence. The data do not allow us to explain this paradoxical result. We dare to point to a conjecture that we find plausible. All these complex variables are informed through questionnaires responded to by students and require a great degree of inference in the answers. Future studies must consider the complexity of the measured variables as well as the students' perception and understanding of them.
dc.language.iso eng
dc.relation.ispartof Research Papers In Education, 2018, p. 1-13
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Touron, Javier Navarro Asencio, Enrique Lizasoain, Luis López González, Emelina García San Pedro, María José 2018 How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012 Research Papers In Education 1 13
dc.subject Educació
dc.title How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012
dc.type info:eu-repo/semantics/article
dc.date.updated 2018-01-12T10:48:17Z
dc.identifier.doi https://doi.org/10.1080/02671522.2018.1424927
dc.identifier.idgrec 122699


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Roderic Mòbil