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dc.contributor.authorTourón, Javier (1)
dc.contributor.authorNavarro-Asencio, Enrique
dc.contributor.authorLizasoain, Luis
dc.contributor.authorLópez-González, Emelina
dc.contributor.authorGarcía-San Pedro, María José
dc.description.abstractThe 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.es_ES
dc.publisherResearch Papers in Educationes_ES
dc.subjectmathematics achievementes_ES
dc.subjectprogramme of International Student Assessment (PISA)es_ES
dc.subjectteaching practicees_ES
dc.subjectstudents’ attitudeses_ES
dc.titleHow teachers’ practices and students’ attitudes towards technology affect mathematics achievement: results and insights from PISA 2012es_ES
dc.typeArticulo Revista Indexadaes_ES

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