{"title":"The effects of students’ backgrounds, attitudes, and ICT familiarity on mathematical literacy: latent profile analysis and lasso regression","authors":"Chengze Zeng","doi":"10.1007/s10639-024-13028-9","DOIUrl":null,"url":null,"abstract":"<p>Mathematical literacy is becoming increasingly important and needs to be developed. However, various factors can affect students with different mathematical literacy patterns. This study aims to investigate the effects of students’ backgrounds, attitudes toward mathematics, and information and communication technology (ICT) familiarity on the mathematical literacy of different patterns of students. The data of 15,478 secondary school students from Hong Kong, Macau, and Taiwan in China, who participated in the Programme for International Student Assessment (PISA) 2022 was analyzed. It was found that students’ mathematical literacy can be classified into four clusters: low, medium, moderately high, and high mathematical literacy. In addition, students’ personal backgrounds, attitudes toward mathematics learning, and ICT familiarity can jointly predict mathematical literacy in different clusters. Students’ economic, social, and cultural status (ESCS), self-efficacy toward formal and applied mathematics, and use of ICT outside the classroom for school activities are positive predictors common to all four clusters. Meanwhile, the other variables have mixed predictive effects on different clusters.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"2022 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13028-9","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Mathematical literacy is becoming increasingly important and needs to be developed. However, various factors can affect students with different mathematical literacy patterns. This study aims to investigate the effects of students’ backgrounds, attitudes toward mathematics, and information and communication technology (ICT) familiarity on the mathematical literacy of different patterns of students. The data of 15,478 secondary school students from Hong Kong, Macau, and Taiwan in China, who participated in the Programme for International Student Assessment (PISA) 2022 was analyzed. It was found that students’ mathematical literacy can be classified into four clusters: low, medium, moderately high, and high mathematical literacy. In addition, students’ personal backgrounds, attitudes toward mathematics learning, and ICT familiarity can jointly predict mathematical literacy in different clusters. Students’ economic, social, and cultural status (ESCS), self-efficacy toward formal and applied mathematics, and use of ICT outside the classroom for school activities are positive predictors common to all four clusters. Meanwhile, the other variables have mixed predictive effects on different clusters.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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