ICME 2016 presentation

Associate Professor in Mathematics Education at University of Southampton
Jul. 27, 2016
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
ICME 2016 presentation
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ICME 2016 presentation

Editor's Notes

  1. Previous studies have shown that socioeconomic status (SES) and ‘opportunity to learn’ (OTL), which can be typified as ‘curriculum content covered’, are significant predictors of students’ mathematics achievement. Seeing OTL as curriculum variable, this paper explores multilevel models (students in classrooms in countries) and appropriate classroom (teacher) level variables to examine SES and OTL in relation to mathematics achievement in the 2011 Trends in International Mathematics and Science Study (TIMSS 2011). Results suggest that the combination of SES and OTL explains a considerable amount of variance at the classroom and country level, but that this is not caused by country level OTL.
  2. Assumptions variables not to include: Gender: no reason to believe there are differences in gender