Affective factors and mathematical literacy in the Nordic countries : Affective factors and mathematical literacy in the Nordic countries Jukka Törnroos,
Ingmar Ingemansson,
Astrid Pettersson,
Pekka Kupari
Northern Lights on PISA 2003, Oslo, 18.5.2006
Four affective factors were studied: : Four affective factors were studied: Interest in and enjoyment of mathematics,
E.g. ”I do mathematics because I enjoy it.”
Instrumental motivation in mathematics,
E.g. ”I will learn many things in mathematics that will help me get a job.”
Self-concept in mathematics,
E.g. ”I learn mathematics quickly.”
Anxiety in mathematics.
E.g. ”I worry that I will get poor marks in mathematics.”
Three main reasons to study these factors : Three main reasons to study these factors As such the factors describe fulfilment of important educational goals.
According to the first results presented in the international OECD-report all the factors were strongly related to students’ mathematical literacy.
The report further showed clear gender differences favouring boys regarding these affective factors.
Research questions : Research questions Regarding the four affective factors studied, are there differences between the Nordic countries or can we recognise a ‘Nordic profile’?
What are the relationships between the affective factors and mathematical literacy performance in the Nordic countries?
Analyses were also done from the gender perspective.
Slide5 : Results
Varying attitudes : Varying attitudes Students’ attitudes towards mathematics varied between the Nordic countries: Danish 15-year-olds had clearly the most positive views about mathematics while Finnish and Norwegian students had more negative views.
Nevertheless, the picture was not consistent through all items related to the affective factors.
Example: Students’ self concept in mathematics : Example: Students’ self concept in mathematics
Similar relationships with performance : Similar relationships with performance The relationships between the individual affective factors and students’ mathematical literacy were quite similar in the Nordic countries.
The relationships between the affective factors and students’ performance were stronger in the Nordic countries than in the OECD-countries on average
Boys had clearly more positive attitudes towards mathematics than girls. This was also true in Iceland where girls performed better.
Example: Students’ self concept in mathematics and mathematical literacy : Example: Students’ self concept in mathematics and mathematical literacy
Similar relationships in combination : Similar relationships in combination The relationships with performance where quite similar among the Nordic countries when the affective factors where studied in combination and not individually.
Self-concept in mathematics was the strongest predictor of students’ mathematical literacy.
Some unforeseen results need further exploration: E.g. the surprising negative connection of interest and enjoyment of mathematics, the positive connection of anxiety in mathematics on the school level in Finland.
Affective factors in HLM-models : Affective factors in HLM-models
Conclusions (1) : Conclusions (1) Students’ attitudes towards mathematics vary between the Nordic countries but the relationships between the attitudes and students’ mathematical literacy are quite similar.
Conclusions (2) : Conclusions (2) Nordic students have a high instrumental motivation and they feel relatively low anxiety in mathematics.
The differences in attitudes between high performing and low performing students are great compared with the OECD-averages.
Recommendations : Recommendations Low performing students and girls with negative attitudes towards mathematics should be offered positive encounters with mathematics, for example, feelings of success in performing mathematical tasks.
These encounters would give these students confidence in their abilities to learn mathematics and they could eventually also lead to an increase in the students’ performance levels.
Slide15 : Thank you!
Interest and enjoyment in mathematics : Interest and enjoyment in mathematics
Instrumental motivation in mathematics : Instrumental motivation in mathematics
Anxiety in mathematics : Anxiety in mathematics