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Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings

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Abstract

In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children’s mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with mathematics performance were significant and in the direction as predicted. Moreover, the findings from a logistic regression showed that a combination of these variables was able to appropriately classify students who either were below-average or above-average mathematics performers. We pay particular attention to the influence of certain dispositions with respect to mathematics performance and conclude by detailing the implications of the study for teachers and researchers.

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  1. Peter Grootenboer

    Present address: School of Education and Professional Studies (Gold Coast), Griffith University, 4222, Queensland, Australia

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  1. School of Education, Charles Sturt University, Locked Bag 588, 2678, Wagga Wagga, NSW

    Peter Grootenboer & Brian Hemmings

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Grootenboer, P., Hemmings, B. Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings. Math Ed Res J 19, 3–20 (2007). https://doi.org/10.1007/BF03217459

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