Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012

Bibliographic Details
Main Author:	Zhang, Han
Language:	English
Published:	Kent State University / OhioLINK 2018
Subjects:	Education Education Policy Problem solving skills mathematical literacy HLM PISA 2012
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-kent15314012109020132021-08-03T07:07:31Z Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012 Zhang, Han Education Education Policy Problem solving skills mathematical literacy HLM PISA 2012 The purpose of this study was to explore the effects of salient student-, school-, and region-level factors on Chinese students’ mathematical literacy. Secondary data from Shanghai, Hong Kong, Macao, and Chinese Taipei participants of PISA 2012 was utilized to examine (a) how problem solving skills and noncognitive learning characteristics are related to mathematical literacy, while taking into account the effect of covariates; (b) how school-level factors moderate the relationships between student level variables and mathematical literacy; and (c) how region level factors interact with the student and school level variables. Three level hierarchical linear modeling (HLM) was selected as the analytic method due to its capability in exploring multilevel data. The results of this study indicated that, at student level, actual behavioral control (mathematics learning behavior and work ethic), perceived behavioral control (mathematics self-efficacy and self-concept), and problem solving skills showed positive impact on Chinese students’ mathematical literacy. At school level, providing students with cognitive activation in mathematics lessons, experience with pure mathematics tasks, and mathematics extracurricular activities helped to improve mathematical literacy; however, constructivist practice, in terms of teacher behaviors on student orientation and on formative assessment, showed negative impact on their mathematical literacy. Finally, three regional factors (regional infrastructure, educational resources, and teacher shortage) interacted with applied mathematics tasks at school and problem solving skills, respectively, to conjointly impact mathematical literacy. This study also offered implications for future policy and classroom practice, such as continue considering teaching general problem solving skills as a critical aspect in mathematics education. 2018-08-23 English text Kent State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013 http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Education Education Policy Problem solving skills mathematical literacy HLM PISA 2012
spellingShingle	Education Education Policy Problem solving skills mathematical literacy HLM PISA 2012 Zhang, Han Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012
author	Zhang, Han
author_facet	Zhang, Han
author_sort	Zhang, Han
title	Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012
title_short	Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012
title_full	Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012
title_fullStr	Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012
title_full_unstemmed	Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012
title_sort	individual cognitive and contextual factors affecting chinese students’ mathematical literacy: a hierarchical linear modeling approach using program for international student assessment (pisa) 2012
publisher	Kent State University / OhioLINK
publishDate	2018
url	http://rave.ohiolink.edu/etdc/view?acc_num=kent1531401210902013
work_keys_str_mv	AT zhanghan individualcognitiveandcontextualfactorsaffectingchinesestudentsmathematicalliteracyahierarchicallinearmodelingapproachusingprogramforinternationalstudentassessmentpisa2012
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Individual cognitive and contextual factors affecting Chinese students’ mathematical literacy: a hierarchical linear modeling approach using Program for International Student Assessment (PISA) 2012

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