Effects of Reading Practices in and Out of School on Mathematics Achievement: A Comparative Study Using PISA (Programme for International Student Assessment) 2009 Data

• In Event: Roundtable Session 118
  In Roundtable Session: Effective Mathematics Teaching: Is There a Best Approach?

Abstract

This study compares and contrasts the effects of reading practices taking place in and out of the school on students’ mathematics achievement across five countries including the U.S. Due to the unique features of the PISA 2009 data, a 2-level hierarchical model(HLM) is utilized while 81 sampling weights and plausible values are being taken into account for each country. Preliminary results from two countriesKorea and New Zealandshow that, except a few exceptions, the overall impact of the predictors of the model on students’ mathematics achievement turned out similar. This comparative study is expected to provide a broad range of readers from different global regions with insights on language factors in mathematics achievement.

Authors

• Simon Kim, California State University - Long Beach

• Seon-Hi Shin, Seoul National University

• Bong-Ju Yi, Korea Institute for Curriculum and Evaluation