Relevant bibliographies by topics / Mathematics achievement and students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics achievement and students'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Mathematics achievement and students"

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Obasi, Chinedu, and Chima Ugo. "Predicting Growth Rate of Students’ Achievement in Mathematics Using Mathematical Growth Model." SJME (Supremum Journal of Mathematics Education) 2, no. 2 (2018): 44–51. http://dx.doi.org/10.35706/sjme.v2i2.1319.

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Students’ mathematics achievements in secondary school have an influential effect on their performance in university and their future careers. There are numerous innovative teaching strategies which are promising and have shown to improve students’ achievement in mathematics; one will wonder if there will be corresponding achievement growth in mathematics. Therefore, this paper predicts growth rate of students’ achievement in mathematics using mathematical growth model. A developmental survey design was employed where students’ WAEC mathematics achievement results from 1991-2016 were collected
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Nepal, Binod. "Impact of Gender and Location on Mathematical Thinking and Mathematics Achievement." Journal of Advanced Academic Research 3, no. 3 (2017): 11–21. http://dx.doi.org/10.3126/jaar.v3i3.16803.

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Educational empowerment is taken as the most important indicator of national development. Students' achievement is seen as the key to improve educational empowerment. So to enhance students' achievement we should pay attention to achievements of overall subject of the secondary level, which is the base of further education. This paper aimed to find out the level of Mathematical Thinking and the Mathematics Achievement of the students of grade X in Nepal gender and location wise. Three districts Sindhupalchok, Kathmandu, Mahottari were selected as the study area. 400 students were selected as t
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Chinedu, Obasi, and Ugo Chima. "Predicting Growth Rate of Students' Achievement in Mathematics Using Mathematical Growth Model." SJME (Supremum Journal of Mathematics Education) 2, no. 2 (2018): 44–51. https://doi.org/10.5281/zenodo.1405841.

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Students’ mathematics achievements in secondary school have an influential effect on their performance in university and their future careers. There are numerous innovative teaching strategies which are promising and have shown to improve students’ achievement in mathematics; one will wonder if there will be corresponding achievement growth in mathematics. Therefore, this paper predicts growth rate of students’ achievement in mathematics using mathematical growth model. A developmental survey design was employed where students’ WAEC mathematics achievement results from
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Vivi, Astuti Nurlaily, Soegiyanto Heribertus, and Usodo Budi. "The Effect of Problem-Based Learning Model Using Contextual Teaching Learning Approach Viewed from Logical Mathematical Intelligence." Journal of Education and Learning (EduLearn) 12, no. 4 (2018): 604–9. https://doi.org/10.11591/edulearn.v12i4.8413.

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This research is aimed at determining 1) the difference of learning achievement using problem-based learning through contextual teaching learning and direct learning in Mathematics learning; 2) the difference of learning achievement among high, medium, and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on the students’ learning achievement in Mathematics. The research was designed using quasi-experimental study of 2x3 factorial design. The population of this research was the third-grade students of elementary sch
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Sofian, Heru. "Pengaruh Asertivitas Siswa dan Persepsi pada Matematika Terhadap Prestasi Belajar Matematika Siswa Kelas IX SMP Shalahuddin Malang." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 26, no. 1 (2020): 60–70. http://dx.doi.org/10.33503/paradigma.v26i1.742.

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This study aims to determine: (1) the effect of student assertiveness and perception on mathematics on student mathematics learning achievement. (2) the effect of student effectiveness on students' mathematics learning achievement. (3) the effect of perception on mathematics learning achievement. The results of this study concluded, (1) students' assertiveness had a positive and significant effect on mathematics learning achievement of students of class IX of SMP Shalahuddin Malang, (2) Perception on mathematics had a positive and significant effect on mathematics learning achievement of stude
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Batool, Tahira, and Sofia Akhtar. "Investigating Cognitive Engagement of Eighth Graders in Mathematics Classrooms." Volume V Issue I V, no. I (2020): 322–31. http://dx.doi.org/10.31703/gssr.2020(v-i).33.

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The main objective of the study was to analyze the association of mathematics achievement and cognitive engagement at the school level. The research was followed by a quantitative research method following a survey by administering a questionnaire on sampled 300 students for data collection. Half of them were male students and the other half were female students in District Lahore. Data were analyzed using inferential and descriptive statistics. The researcher has used two instruments first one mathematics achievement test and second students cognitive engagement in mathematic. The sample was
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Kismiantini, Kismiantini, Ezra Putranda Setiawan, Adi Cilik Pierewan, and Osval Antonio Montesinos-Lopez. "GROWTH MINDSET, SCHOOL CONTEXT, AND MATHEMATICS ACHIEVEMENT IN INDONESIA: A MULTILEVEL MODEL." Journal on Mathematics Education 12, no. 2 (2021): 279–94. http://dx.doi.org/10.22342/jme.12.2.13690.279-294.

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Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics a
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Saija, Louise M. "ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES." Jurnal Magister Pendidikan Matematika (JUMADIKA) 3, no. 2 (2021): 59–64. http://dx.doi.org/10.30598/jumadikavol3iss2year2021page59-64.

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This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly one learning style and most of the students has kinesthetic learning style; (2) Students who have three or less major learning styles perform good mathematics achievement, and students who ha
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Siregar, Machrani Adi Putri, and Eryanti Lisma. "THE EFFECT OF DISPOSITION ON STUDENT MATHEMATICS LEARNING ACHIEVEMENT IN MEDAN STATE 28 JUNIOR HIGH SCHOOL." Journal of Community Research and Service 3, no. 1 (2019): 22. http://dx.doi.org/10.24114/jcrs.v3i1.14402.

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This study titled as The Effect of Disposition on Student Mathematics Learning Achievement in Medan State 28 Junior High School. In this study, disposition is an independent variable and achievement in mathematics learning is a dependent variable. Mathematical disposition is a change of student’s tendency in assuming and behaving toward mathematics, also their act when learning mathematics. For example, when students can solve non-routine problems, their behavior and assumption of mathematics as a student become more positive. The more mathematical concepts understood, the more students convin
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Diriba, Gemechu*. "THE EFFECT OF GEOMETRY SKETCHPAD ON THE ACADEMIC ACHIEVEMENT OF STUDENTS: THE CASE OF BEDELE SECONDARY AND PREPARATORY SCHOOL." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 6, no. 5 (2017): 29–39. https://doi.org/10.5281/zenodo.571592.

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The purpose of this study is to investigate the effect of using the Geometer’s Sketchpad software on the academic achievement of students in mathematics among grade nine students of Bedele Secondary and preparatory school. The study utilized a quasi-experimental design using intact group of students from two classes in the indicated school. Two instruments were used to gather information:- the students’ mathematics achievement and attitudes/ perception of students toward learning Mathematics. A survey questionnaire was used to measure students’ perception on the usage of Geometer’s Sketchpad i
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Dissertations / Theses on the topic "Mathematics achievement and students"

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Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.

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Thesis (M.Ed.)--Cleveland State University, 2008.<br>Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.
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Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.

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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’
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Lim, Brian S. "Factors associated with Korean American students' mathematics achievement /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7572.

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Thompson, Kent M. "The relationship between mathematical leadership skills and the mathematics achievement of elementary students." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430511&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.

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<p>This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong so
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Petersson, Jöran. "Mathematics achievement of early and newly immigrated students in different topics of mathematics." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140641.

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This thesis aims to explore the mathematics achievement of second language immigrants in compulsory school as they continue their schooling in Sweden. Specifically, the thesis aims to generate more knowledge about different sub-categories of second language students, namely newly arrived immigrants, early arrived immigrants and other second language students in compulsory school. The data in this thesis consists of students’ responses to test items and thus mainly contains mathematical symbols, essentially numbers in different representations, written by the students. Doing so, this thesis pro
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Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.

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Dlamini, Maxwell Sidumo. "The relationship between students' attitude toward mathematics and achievement in mathematics in Swaziland /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150069223.

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Glasner, David P. "The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

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Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/109.

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This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final sc
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Books on the topic "Mathematics achievement and students"

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Hastedt, Dirk. Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0.

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Zhao, Dacheng. Chinese Students' Higher Achievement in Mathematics. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0285-4.

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Grouws, Douglas A. Improving student achievement in mathematics. ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 2000.

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Educational Research Service (Arlington, Va.), ed. Improving student achievement in mathematics. Educational Research Service, 1999.

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Haines, Christopher R. Rewarding student achievement in mathematics projects. Department of Mathematics, City University, 1993.

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Branch, Alberta Student Evaluation. Student achievement testing program: Grade 3 mathematics. Alberta Education, Student Evaluation Branch, 1985.

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Branch, Alberta Student Evaluation. Samples of students' responses from the Grade 9 Mathematics Performance-based assessment tasks, June 1992. Alberta Education, Student Evaluation Branch, 1993.

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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Book chapters on the topic "Mathematics achievement and students"

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Hastedt, Dirk. "Immigrant Students in TIMSS." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_4.

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Hastedt, Dirk. "Immigrant Students in Singapore." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_8.

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Hastedt, Dirk. "Immigrant Students in Canada." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_9.

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Hastedt, Dirk. "Introduction." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_1.

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Hastedt, Dirk. "Discussion and Conclusion." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_10.

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Hastedt, Dirk. "Review." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_2.

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Hastedt, Dirk. "Data and Methods." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_3.

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Hastedt, Dirk. "Immigrant Students’ Background in TIMSS 2007." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_5.

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Hastedt, Dirk. "School Factors." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_6.

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Hastedt, Dirk. "Class Level and Teacher Level Factors." In Mathematics Achievement of Immigrant Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_7.

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Conference papers on the topic "Mathematics achievement and students"

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Mohd, Norhatta, Wan Iman Wan Salim, and Suriana Ismail. "Exploring Mathematics Anxiety and Mathematics Achievement among Technical Students." In 2024 International Visualization, Informatics and Technology Conference (IVIT). IEEE, 2024. http://dx.doi.org/10.1109/ivit62102.2024.10692548.

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Risnanosanti. "Mathematical thinking styles of undergraduate students and their achievement in mathematics." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995145.

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Kase, Fioni Maria Yolanda, Christine Krisnandari Ekowati, Damianus Dao Samo, and Juliana Mehelina Herlince Nenohai. "Factors influencing academic achievement of mathematics education students." In TRANSPORT, ECOLOGY, SUSTAINABLE DEVELOPMENT: EKO VARNA 2023. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0194584.

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Kamal Jalal,, Maysoon. "The aim of the research is to build an educational program based on the." In VIII. International Congress of Humanities and Educational Research. Rimar Academy, 2023. http://dx.doi.org/10.47832/ijhercongress8-9.

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The aim of the research is to build an educational program based on the 4h strategy in the achievement of second grade secondary school students in mathematics, and the research sample consisted of 63 female students from the second grade of Al-Azhari secondary school. Female students’ achievement, and through mathematical achievement, the student can build previous experiences, which are considered one of the important foundations for developing thinking skills.
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Rafiu, Raflianti, Heri Retnawati, and Muhammad Ikhsan Sahal Guntur. "How school size and student teacher ratio affecting the students' mathematics achievement." In PROCEEDINGS OF THE 4TH INTERNATIONAL SEMINAR ON INNOVATION IN MATHEMATICS AND MATHEMATICS EDUCATION (ISIMMED) 2020: Rethinking the role of statistics, mathematics and mathematics education in society 5.0: Theory, research, and practice. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0109022.

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Samnufida, Rahmiliasari, and Kismiantini. "How school size and student teacher ratio affecting the students’ mathematics achievement." In PROCEEDINGS OF THE 4TH INTERNATIONAL SEMINAR ON INNOVATION IN MATHEMATICS AND MATHEMATICS EDUCATION (ISIMMED) 2020: Rethinking the role of statistics, mathematics and mathematics education in society 5.0: Theory, research, and practice. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0130178.

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Lin, Wei. "Teacher-Student Interaction and Chinese Students' Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1570544.

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Sugianto, St Budi Waluya, and Nuriana Rachmani Dewi. "Student's mathematic communication ability review from student achievement motivation." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096134.

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Herniza Bt Md. Tahir, Sharifah Norhuda Bt Syed Wahid, and Zurah bt Abu. "Factors affecting UiTM Pahang students' achievement in learning mathematics." In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773850.

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Kushwaha, Rahul Chandra, Praveen Kumar Chaurasia, and Achintya Singhal. "Impact on Students' Achievement in Teaching Mathematics Using Geogebra." In 2014 IEEE Sixth International Conference on Technology for Education (T4E). IEEE, 2014. http://dx.doi.org/10.1109/t4e.2014.54.

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Reports on the topic "Mathematics achievement and students"

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McHugh, Grainne, Sylvia Denner, Aidan Clerkin, George Piccio, and Vasiliki Pitsia. TIMSS 2023: Insights into mathematics and science achievement in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/2009137.1224.

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This report presents the achievement results for Ireland in the Trends in International Mathematics and Science Study (TIMSS) 2023. TIMSS assesses the mathematical and scientific knowledge and skills of students in Fourth Grade and Eighth Grade (Fourth Class and Second Year in Ireland). TIMSS is a study of the International Association for the Evaluation of Educational Achievement (IEA) and has been conducted every four years since 1995. TIMSS 2023 is the eighth cycle of the study and included 656,360 students from 65 countries. This national report focuses on trends in overall achievement in
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Wernert, Nicole, Sima Rodrigues, Marina Schmid, and Catherine Underwood. TIMSS 2023 Australia. Volume II: Student and school characteristics. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-756-4.

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This is the second of 2 reports that look at the results of TIMSS 2023 and Australia’s performance. This report, Volume II, presents the results from the contextual questionnaires, and examines the home, school, and classroom contexts in which learning and achievement occur, as well as student attitudes. Each chapter focuses on different indicators concerning the school community; the school learning environment; mathematics and science teacher characteristics; mathematics and science classroom learning environments; and, students’ attitudes and beliefs and use of technology. Together, the dif
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O’Grady. TIMSS 2019 Australia Highlights. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-616-1.

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Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results wi
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Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia: Highlights on Australian student performance. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-757-1.

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Australia participated in the eighth cycle of the Trends in International Mathematics and Science Study (TIMSS). TIMSS is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every 4 years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 28-year period has collected rich data about trends in mathematics and science achievement. TIMSS 2023 expanded its scope to assess environmental knowledge and attitudes. This new component provides valuable insights into students’ understanding of environme
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the inter
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Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia. Volume 1: Student performance. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-755-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the 2023 assessment formed the eighth cycle, providing 28 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. TIMSS is a key part of A
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Ponce, Juan, Mercedes Onofa, and Paul E. Carrillo. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0011199.

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This paper studies the effects of information and communication technologies (ICT) in the school environment on educational achievement. To quantify these effects, the impact is evaluated of a project run by the municipality of Guayaquil, Ecuador, which provides computer-aided instruction in mathematics and language to students in primary schools. Using an experimental design, it is found that the program had a positive impact on mathematics test scores (about 0. 30 of a standard deviation) and a negative but statistically insignificant effect on language test scores. The impact is heterogeneo
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Näslund-Hadley, Emma, and Haydée Alonzo. CIMA Brief #26: Gender and Learning: Understanding Skill Gaps in Primary Education. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013083.

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The gender-based achievement gap in mathematics tends to widen in favor of boys as students advance through their educational journey, evidenced by comparing data from 3rd and 6th grade in primary education. Conversely, the gender achievement gap favoring girls in language typically decreases between 3rd and 6th grade in most countries. While gender significantly explains the achievement gaps in mathematics, it does not consistently account for gaps in language and science.
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9

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o
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10

Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes.
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