Mathematics Beliefs and Achievement of Elementary School Students in Japan and the United States: Results From the Third International Mathematics and Science Study

References

• Abu-Hilal, M. M. (2000). A structural model of attitudes toward school subjects, academic aspirations, and achievement. Educational Psychology, 20, 75-84.
   Google Scholar
• Ainsa, T. (1999). Success of using technology and manipulatives to introduce numerical problem solving skills in monolingual/bilingual early childhood classrooms. Journal of Computers in Mathematics and Science Teaching, 20, 361-369.
   Google Scholar
• Ang, R. P. (1998). Use of the jackknife statistic to evaluate result replicability. The Journal of General Psychology, 125, 218-228.
   Google Scholar
• Beaton, A. E., Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Kelly, D. L., & Smith, T. A. (1996). Mathematics achievement in the middle school years: IEA's third international mathematics and science study (TIMSS). Chestnut Hill, MA: Boston College.
   Google Scholar
• Beatty, A., Paine, L. W., & Ramirez, F. O. (1999). Next steps for TIMSS: Directions for secondary analysis. Washington, DC: National Academy Press.
   Google Scholar
• Boyer, K. R. (2002). Using active learning strategies to motivate students. Mathematics Teaching in the Middle School, 8, 48-51.
   Google Scholar
• Brick, J. M., Morganstein, D., & Valliant, R. (2000). Analysis of complex sample data using replication. Rockville, MD: Westat.
   Google Scholar
• Brush, T. A. (1997). The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs. Educational Technology Research and Development, 45, 51-64.
   Google Scholar
• Chapman, J. W., & Tunmer, W. E. (1995). Development of young children's reading selfconcepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167.
   Google Scholar
• Chen, C., & Stevenson, H. W. (1995). Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East Asian high school students. Child Development, 66, 1215-1234.
   Google Scholar
• Ebdon, S. A., Coakley, M. M., & Legnard, D. (2003). Mathematical mind journeys: Awakening minds to computational fluency. Teaching Children Mathematics, 9, 486-493.
   Google Scholar
• Fan, X., & Wang, L. (1996). Comparability of jackknife and bootstrap results: An investigation for a case of canonical correlation analysis. The Journal of Experimental Education, 64, 173-189.
   Google Scholar
• Foy, P., Rust, K., & Schleicher, A. (1996). Sample design. In M. O. Martin & D. L. Kelly (Eds.), Third International Mathematics and Science Study (TIMSS) technical report, Volume I: Design and development. Chestnut Hill, MA: Boston College.
   Google Scholar
• Garden, R. A., & Orpwood, G. (1996). Development of the TIMSS achievement tests. In M. O. Martin & D. L. Kelly (Eds.), Third International Mathematics and Science Study (TIMSS) technical report, Volume I: Design and development. Chestnut Hill, MA: Boston College.
   Google Scholar
• Gilliland, K. (2002). Why not just use a formula? Mathematics Teaching in the Middle School, 7, 510-511.
   Google Scholar
• Gonzalez, E. J., & Foy, P. (1997). Estimation of sampling variability, design effects, and effective sample sizes. In M. O. Martin & D. L. Kelly (Eds.), Third International Mathematics and Science Study (TIMSS) technical report, Volume II: Implementation and analysis—Primary and middle school years (pp. 21-45). Chestnut Hill, MA: Boston College.
   Google Scholar
• Hannafin, R. D., & Scott, B. N. (2001). Teaching and learning with dynamic geometry programs in student-centered learning environments: A mixed method inquiry. Computers in the Schools, 17, 121-141.
   Google Scholar
• Hiebert, J., & Stigler, J. W. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS video study. Elementary School Journal, 101, 3-20.
   Google Scholar
• House, J. D. (1993). Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students. The Journal of Genetic Psychology, 154, 61-71.
   Google Scholar
• House, J. D. (1995). The predictive relationship between academic self-concept, achievement expectancies, and grade performance in college calculus. The Journal of Social Psychology, 135, 111-112.
   Google Scholar
• House, J. D. (1996). Student expectancies and academic self-concept as predictors of science achievement. The Journal of Psychology, 130, 679-681.
   Google Scholar
• House, J. D. (1997). The relationship between self-beliefs, academic background, and achievement of adolescent Asian-American students. Child Study Journal, 27, 95-110.
   Google Scholar
• House, J. D. (1999). Self-beliefs and background variables as predictors of school withdrawal of adolescent students. Child Study Journal, 29, 247-268.
   Google Scholar
• House, J. D. (2001). Relationships between instructional activities and mathematics achievement of adolescent students in Japan: Findings from the Third International Mathematics and Science Study (TIMSS). International Journal of Instructional Media, 28, 93-105.
   Google Scholar
• House, J. D. (2003). The motivational effects of specific instructional strategies and computer use for mathematics learning in Japan: Findings from the Third International Mathematics and Science Study (TIMSS). International Journal of Instructional Media, 30, 77-95.
   Google Scholar
• House, J. D. (2004). The effects of homework activities and teaching strategies for new mathematics topics on achievement of adolescent students in Japan: Results from the TIMSS 1999 assessment. International Journal of Instructional Media, 31, 199-210.
   Google Scholar
• House, J. D. (2005). Motivational qualities of instructional strategies and computer use for mathematics teaching in Japan and the United States: Results from the TIMSS 1999 assessment. International Journal of Instructional Media, 32, 89-104.
   Google Scholar
• House, J. D. (in press-a). Cognitive—motivational characteristics and geometry knowledge of adolescent students in Japan: Results from the TIMSS 1999 assessment. International Journal of Instructional Media.
   Google Scholar
• House, J. D. (in press-b). Mathematics beliefs, instructional strategies, and algebra achievement of adolescent students in Japan: Results from the TIMSS 1999 assessment. International Journal of Instructional Media.
   Google Scholar
• International Commission on Mathematical Instruction. (2000). The thirteenth ICMI study of mathematics education in different cultural traditions: A comparative study of East Asia and the West. Educational Studies in Mathematics, 43, 95-116.
   Google Scholar
• Johnson, E. G., & Rust, K. F. (1992). Population inferences and variance estimation for the NAEP data. Journal of Educational Statistics, 17, 175-190.
   Google Scholar
• Kelly, D. L., Mullis, I. V. S., & Martin, M. O. (2000). Profiles of student achievement in mathematics at the TIMSS international benchmarks: U.S. performance and standards in an international context. Chestnut Hill, MA: Boston College.
   Google Scholar
• Leung, F. K. S. (2000, July). In search of an East Asian identity in mathematics education: The legacy of an old culture and the impact of modern technology. Paper presented at the 9th International Congress on Mathematics Education (ICME-9), Tokyo/Makuhari, Japan.
   Google Scholar
• Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47, 35-51.
   Google Scholar
• Leung, F. K. S. (2002). Behind the high achievement of East Asian students. Educational Research and Evaluation, 8, 87-108.
   Google Scholar
• Lynch, J. (2002). Parents' self-efficacy beliefs, parents' gender, children's reader self-perceptions, reading achievement, and gender. Journal of Research in Reading, 25, 54-67.
   Google Scholar
• Ma, X. (2001). Participation in advanced mathematics: Do expectation and influence of students, peers, teachers, and parents matter? Contemporary Educational Psychology, 26, 132-146.
   Google Scholar
• Ma, X., & Kishor, N. (1997). Attitude toward self, social factors, and achievement in mathematics: A meta-analytic review. Educational Psychology Review, 9, 89-120.
   Google Scholar
• Marsh, H. W., Hau, K., & Kong, C. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39, 727-763.
   Google Scholar
• Marsh, H. W., & Yeung, A. S. (1996). The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal, 33, 665-689.
   Google Scholar
• Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
   Google Scholar
• Martin, M. O. (1996). Third International Mathematics and Science Study: An overview. In M. O. Martin & D. L. Kelly (Eds.), Third International Mathematics and Science Study (TIMSS) technical report, Volume I: Design and development. Chestnut Hill, MA: Boston College.
   Google Scholar
• Mui, F. L. Y., Yeung, A. S., Low, R., & Jin, P. (2000). Academic self-concept of talented students: Factor structure and applicability of the internal/external frame of reference model. Journal for the Education of the Gifted, 23, 343-367.
   Google Scholar
• National Center for Education Statistics. (1998). User's guide for the Third International Mathematics and Science Study (TIMSS) and U.S. augmented files (draft). Washington, DC: Author.
   Google Scholar
• Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
   Google Scholar
• Perry, M. (2000). Explanation of mathematical concepts in Japanese, Chinese, and U.S. first- and fifth-grade classrooms. Cognition and Instruction, 18, 181-207.
   Google Scholar
• Rao, N., Moely, B. E., & Sachs, J. (2000). Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25, 287-316.
   Google Scholar
• Reyes, L. H., & Stanic, G. M. A. (1988). Race, sex, socioeconomic status, and mathematics. Journal for Research in Mathematics Education, 19, 26-43.
   Google Scholar
• Ross, K. N. (1979). An empirical investigation of sampling errors in educational survey research. Journal of Educational Statistics, 4, 24-40.
   Google Scholar
• Schmidt, W. H., & Cogan, L. S. (1996). Development of the TIMSS context questionnaires. In M. O. Martin & D. L. Kelly (Eds.), Third International Mathematics and Science Study (TIMSS) technical report, Volume I: Design and development. Chestnut Hill, MA: Boston College.
   Google Scholar
• Schumer, G. (1999). Mathematics education in Japan. Journal of Curriculum Studies, 31, 399-427.
   Google Scholar
• Shimizu, H. (1998). Individual differences and the Japanese education system. The Educational System in Japan: Case Study Findings (pp. 79-135). Washington, DC: U.S. Department of Education.
   Google Scholar
• Shimizu, Y. (1996). "High achievement" versus rigidity: Japanese students' thinking on division of fractions. In D. Zhang, T. Sawada, & J. P. Becker (Eds.), Proceedings of the China-Japan-U.S. Seminar on Mathematical Education (pp. 223-238). Carbondale, IL: Southern Illinois University.
   Google Scholar
• Skaalvik, E., & Valas, H. (1999). Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study. The Journal of Experimental Education, 67, 135-149.
   Google Scholar
• Stigler, J. W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35, 87-100.
   Google Scholar
• Stigler, J. W., Lee, S. Y., Lucker, G. W., & Stevenson, H. W. (1982). Curriculum and achievement in mathematics: A study of elementary school children in Japan, Taiwan, and the United States. Journal of Educational Psychology, 74, 315-322.
   Google Scholar
• Stigler, J. W., Lee, S. Y., & Stevenson, H. W. (1987). Mathematics classrooms in Japan, Taiwan, and the United States. Child Development, 58, 1272-1285.
   Google Scholar
• Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
   Google Scholar
• Vrugt, A. J. (1994). Perceived self-efficacy, social comparison, and affective reactions and academic performance. British Journal of Educational Psychology, 64, 465-472.
   Google Scholar
• Vrugt, A. J., Langereis, M. P., & Hoogstraten, J. (1997). Academic self-efficacy and malleability of relevant capabilities as predictors of exam performance. The Journal of Experimental Education, 66, 61-72.
   Google Scholar
• Wang, L., & Fan, X. (1997, March). The effect of cluster sampling design in survey research on the standard error statistic. Paper presented at the American Educational Research Association annual meeting, Chicago, IL.
   Google Scholar
• Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
   Google Scholar
• Wentzel, K. R., & Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10, 155-175.
   Google Scholar
• White, A. L. (1999). Six steps toward science and math literacy. Scientific American, 281, 92-93.
   Google Scholar