NAEP Mathematics Subscales and Math-Learning Attitude Factors. National Assessment of Educational Progress, 1985-86. E.D. TABS.
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| Title: | NAEP Mathematics Subscales and Math-Learning Attitude Factors. National Assessment of Educational Progress, 1985-86. E.D. TABS. |
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| Language: | English |
| Authors: | Yu, Ching C., National Center for Education Statistics (ED), Washington, DC. |
| Availability: | Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 ($1.50). |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Publication Date: | 1990 |
| Report Number: | NCES-90-424 |
| Document Type: | Reports - Evaluative Numerical/Quantitative Data |
| Descriptors: | Data Interpretation, Grade 11, Grade 7, High Schools, Junior High Schools, Mathematical Concepts, Mathematics Achievement, Mathematics Education, Mathematics Skills, Secondary School Mathematics, Student Attitudes |
| Geographic Terms: | U.S.; District of Columbia |
| Abstract: | This paper reports the results of an analysis performed using data from the mathematics component of the 1986 National Assessment of Education Progress (NAEP) for grades 7 and 11. The purpose of the analysis was to study the relationship between mathematics achievement and students' attitude related to learning mathematics for the two grades. The five content areas selected for this study were fundamental methods, data organization and interpretation, measurement, knowledge skills and high-level applications of numbers and operations. The background and the methodology of the analysis are described, followed by results in both tabular and written form, and technical notes. (KR) |
| Notes: | Data Series: DR-NAEP-89. |
| Journal Code: | RIEAPR1991 |
| Entry Date: | 1991 |
| Accession Number: | ED326430 |
| Database: | ERIC |
| Abstract: | This paper reports the results of an analysis performed using data from the mathematics component of the 1986 National Assessment of Education Progress (NAEP) for grades 7 and 11. The purpose of the analysis was to study the relationship between mathematics achievement and students' attitude related to learning mathematics for the two grades. The five content areas selected for this study were fundamental methods, data organization and interpretation, measurement, knowledge skills and high-level applications of numbers and operations. The background and the methodology of the analysis are described, followed by results in both tabular and written form, and technical notes. (KR) |
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