Predicting undergraduate students' mathematical thinking about derivative concept: A multilevel analysis of personal and institutional factors

Date

2014-05-01

Author

Aydin, Utkun
Ubuz, Behiye

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

219
views

0
downloads

This cross-sectional study examines the determinants of mathematical thinking aspects at two levels: within-classroom level and between-classroom level. We hypothesized that personal factors (gender, socioeconomic status (parents' educational attainment), current cumulative grade point average, prior mathematic achievement (high school mathematics achievement)) and institutional factors (faculty/school affiliation, grade level) have concomitant associations with students' mathematical thinking about the derivative. The sample consisted of 2424 undergraduates from 130 classrooms. Multilevel modeling showed that students' mathematical thinking about the derivative varied primarily as a function of their gender and cumulative grade point average (within-classroom level) and of their faculty affiliation (between-classroom level). Parents' educational attainment and high school mathematics achievement at the within-classroom level, and grade level at the between-classroom level were only moderately associated with different mathematical thinking aspects. Methodological and practical implications of the findings are further discussed.

Subject Keywords

Education, Developmental and Educational Psychology, Social Psychology

URI

https://hdl.handle.net/11511/49219

Journal

LEARNING AND INDIVIDUAL DIFFERENCES

DOI

https://doi.org/10.1016/j.lindif.2014.03.023

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Promoting students' learning in genetics with the learning cycle Dogru-Atay, Pinar; Öztekin, Ceren (Informa UK Limited, 2008-03-01) The authors investigated the comparative effect of the learning cycle and expository instruction on 8th-grade students' achievement in genetics. They adopted the nonequivalent control group design as a type of quasiexperimental design. The experimental group (N = 104) received learning cycle instruction, and the control group (N = 109) received expository instruction. The 2-way analysis of covariance indicated a statistically significant posttreatment difference between the experimental and control groups i...
Development and Psychometric Evaluation of the High School Chemistry Self-Efficacy Scale Çapa Aydın, Yeşim (SAGE Publications, 2009-10-01) The aim of this study was to develop a scale assessing high school students' self-efficacy beliefs in chemistry-related tasks and to assess psychometric properties of scores on this scale. A pilot study with a sample of 150 high school students provided initial evidence for two-factor structure of 16-item scale, named High School Chemistry Self-Efficacy Scale (HCSS). The final form of the HCSS was administered to 362 high school students in Turkey. Confirmatory factor analysis fit indices and factor pattern...
Investigating early childhood teachers' views on science teaching practices: the integration of science with visual art in early childhood settings Yilmaztekin, Elif Ozturk; Erden, Feyza (Informa UK Limited, 2017-01-01) This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the classroom. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices and they claimed ...
Self-regulated learning strategies in relation with statistics anxiety Kesici, Sahin; Baloğlu, Mustafa; Deniz, M. Engin (Elsevier BV, 2011-08-01) Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies and statistical anxiety using canonical correlation analysis (CCA). Three hundred twenty Turkish college students responded to the Motivated Strategies for Learnin...
Evaluation of a tangible mobile application for students with specific learning disabilities Polat, Elif; Çağıltay, Kürşat; AYKUT, ÇIĞIL; KARASU, NECDET (Informa UK Limited, 2019-01-02) Students with specific learning disabilities (SLD) typically do not perform at the expected levels of academic achievement. Tangible mobile applications are learning devices that allow for physical engagement and multisensory interaction. They present as promising tools to facilitate learning for students with SLD. This study explored the use of a tangible mobile application for assisting three seventh-grade Turkish students with SLD to learn scientific principles regarding cell concepts. A multiple-probede...

Citation Formats

U. Aydin and B. Ubuz, “Predicting undergraduate students’ mathematical thinking about derivative concept: A multilevel analysis of personal and institutional factors,” LEARNING AND INDIVIDUAL DIFFERENCES, pp. 80–92, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/49219.