Effects of Family Background, Teachers’ Instruction and Students’ Affective Factors on Mathematical Literacy：From Taiwan Data in PISA 2012

• Main Authors: Po-Wei Lin, 林柏維
• Other Authors: Su-Wei Lin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/696cjg

碩士 === 國立臺南大學 === 教育學系測驗統計碩博士班 === 103 === The purpose of this study was to investigate the factors of influence on mathematical literacy. Based on the psychological theory, this study proposed a model to discuss the effects of factors of family, teachers’ instruction and students’ affection for mathematical literacy, and investigated the relationships among these factors and mathematical literacy. The data was from the PISA 2012 official website, there were 1834 Taiwan student participated in the student questionnaire B. This study performed Structural Equation Modeling (SEM) and used some fit indices to test the model appropriateness. The results showed that the model is fitted. It meant the factors that influence general mathematical ability also have impact on mathematical literacy. Students’ mathematical literacy was influenced significantly by their individual affective factor, the total effect is .55. The direct effect of teachers’ instructional strategy factor on mathematical literacy were negative (-.15), but this factor has some impact on students' affective factor, the director effect was .12, and also have influence on mathematical literacy by individual affective factor as mediator, the indirect effect is .07. The direct effect of teachers’ class management factor on students' affective factors and mathematical literacy were .23 and .20, this factor also has indirect effect on mathematical literacy (.13). These factors that proposed in these study explain 56% of the variance of mathematical literacy. From these findings, some suggestions were given.