House J Daniel
Office of Institutional Research, Northern Illinois University, DeKalb, IL 60115, USA.
Psychol Rep. 2007 Apr;100(2):476-82. doi: 10.2466/pr0.100.2.476-482.
Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.
最近有关数学评估的研究结果表明，日本学生的成绩一直高于国际平均水平。研究人员调查了与日本学生数学成绩相关的特定数学信念和教学策略。本研究考察了来自2003年国际数学和科学趋势研究（TIMSS）日本四年级学生全国大样本（N = 4207）的自我信念、课堂教学策略与数学成绩之间的关系。研究发现数学信念与考试成绩之间存在若干显著关系；一些课堂教学策略也与考试成绩显著相关。然而，使用全套五种数学信念和五种教学策略进行的多元回归仅解释了数学成绩测试分数中25.1%的方差。
