學校與家庭資源對數學與閱讀素養之階層線性模式探究

• Main Authors: Hsu Che Yu, 許哲毓
• Other Authors: Lin, Yuan-Horng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/56947365657475836158

碩士 === 國立臺中教育大學 === 數學教育學系 === 101 === This study investigates the effects of student level and school level variables on the mathematical literacy of 15 year old students in Taiwan through HLM. Using PISA data in 2009,the student level variables included number of books in home, student’s interest in reading, reading experiment, frequency due to demand while reading, online reading and learning strategies. The school level variables includs school type, school size, school resource and school climate. Participants included 5831 students from Taiwan. The results showed 46.79% of the total variability in mathematical literacy could be attributed to schools in Taiwan. There are significant students variables in mathematical literacy in Taiwan. In terms of the school variables, school type and school climate significantly outperform in mathematical literacy.Also, students who go to rich resources schools have better mathematical literacy. In addition, school variables affecting student variables were postive influence to higher mathematical literacy. Implications for educators and suggestions for future research are discussed.