Teacher characteristics as predictors of mathematics attitude and perceptions of engaged teaching among 12^th grade advanced mathematics students in the U.S

ABSTRACT

The present study examined the 2015 Trends in International Mathematics and Science Study “Advanced” data to examine how the educational credentials of maths teachers and other teacher characteristics were related to attitude towards advanced mathematics and perceptions of engaged teaching among 12th-grade students enrolled in advanced mathematics courses in the U.S. As attitudinal outcomes in this study, two measures of attitude towards mathematics were employed – the Students Like Learning Advanced Mathematics scale and the Students Value Advanced Mathematics scale, and one measure of student perception of engaged teaching – the Students’ Views on Engaging Teaching in Advanced Mathematics Lessons. A set of multilevel regression analyses were conducted predicting each of these aforementioned outcomes. No statistically significant effects on the attitudinal outcomes were observed for teacher variables. Positive effects were noted for parental education on students’ valuing of advanced mathematics. A prominent finding was that higher levels of parental education were associated with higher student levels of valuing mathematics, which likely reflects a family/home culture that implicitly or explicitly places high value on science and mathematics. Identifying factors that might facilitate positive attitude is important to increase the likelihood that students will choose, and be retained in, mathematics and STEM education and careers.

KEYWORDS:

• Characteristics
• mathematics
• students
• attitudes
• teachers

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Thomas J. Smith

Thomas J. Smith is a Professor of Educational Technology, Research, and Assessment in the College of Education at Northern Illinois University. His research interests include statistical methodology, simulations of categorical regression models, large-scale data analysis (e.g. PIAAC, TIMSS), research methodology and statistics applied to various substantive areas (e.g. special education, instructional technology, adult education).

David A. Walker

David A. Walker is an Associate Dean for Academic Affairs in the College of Education at Northern Illinois University and a Professor of Educational Technology, Research, and Assessment. His research interests include statistical code and algorithms, structural analyses, predictive analyses, the general linear model, survey research, and programme evaluation.

Wen-Yi Hsu

Wen-Yi Hsu is Research Associate in the Center for Humanities and Arts Education at Kaohsiung Medical University.

Ying-Yan Lu

Ying-Yan Lu is Research Associate in the Office of Institutional Research and Planning at Kaohsiung Medical University.

Zuway-R Hong

Zuway-R Hong is Distinguished Professor in the Center for General Education at Kaohsiung Medical University.

Cornelius M. McKenna

Cornelius M. McKenna is a retired Professor of Mathematics at Kishwaukee College. His research interests include algebra and statistics.