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How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012

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How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012

dc.contributor.author	Touron, Javier
dc.contributor.author	Navarro Asencio, Enrique
dc.contributor.author	Lizasoain, Luis
dc.contributor.author	López González, Emelina
dc.contributor.author	García San Pedro, María José
dc.date.accessioned	2018-01-12T10:48:17Z
dc.date.available	2018-01-12T10:48:17Z
dc.date.issued	2018
dc.identifier.citation	Touron, Javier Navarro Asencio, Enrique Lizasoain, Luis López González, Emelina García San Pedro, María José 2018 How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012 Research Papers In Education 1 13
dc.identifier.uri	http://hdl.handle.net/10550/63900
dc.description.abstract	The present work seeks to deepen the impact of factors linked to the characteristics of teaching practices and students' attitudes towards the use of technology on their performance in mathematics in the process of teaching-learning in the Spanish context. In this sense, this study is a secondary analysis of the PISA 2012 data. Therefore, it is an ex post facto design. Regarding the attitudes and the contextual variables, the results do coincide with the accumulated evidence. However, once these contextual effects have been controlled for, the negative relationship found between the pedagogic strategies used by the teachers and the mathematics score cannot but convey perplexity, since the results relative to student-oriented, formative assessment and teacher-directed instruction are clearly contradictory to the solid previous evidence. The data do not allow us to explain this paradoxical result. We dare to point to a conjecture that we find plausible. All these complex variables are informed through questionnaires responded to by students and require a great degree of inference in the answers. Future studies must consider the complexity of the measured variables as well as the students' perception and understanding of them.
dc.language.iso	eng
dc.relation.ispartof	Research Papers In Education, 2018, p. 1-13
dc.subject	Educació
dc.title	How teachers' practices and students' attitudes towards technology affect mathematics achievement: results and insights from PISA 2012
dc.type	journal article	es_ES
dc.date.updated	2018-01-12T10:48:17Z
dc.identifier.doi	10.1080/02671522.2018.1424927
dc.identifier.idgrec	122699
dc.rights.accessRights	open access	es_ES