The Role of Higher-Order Thinking Skills Instructions in Enhancing Student Achievement and Attitudes Toward Mathematics

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  In Roundtable Session: Large-Scale Studies of Student Understanding and Achievement (Table 38)

Abstract

The future job market requires students to be prepared with higher-order thinking skills (HOTS) from K-12 education with positive attitudes and academic performance in mathematics. Using the 2019 Trends in International Mathematics and Science Study data, we examine whether teachers’ using HOTS instructions in mathematics lessons improves student interest and self-efficacy toward mathematics, as well as whether these attitudes mediate the relationship between HOTS instructions and mathematics achievement of fourth-grade students in the United States. We find a significant positive association between HOTS instructions and student attitudes toward mathematics and a mediating role of student attitudes between HOTS instructions and achievement. The result suggests HOTS instructions enhance student achievement as well as interest and self-efficacy in learning mathematics.

Authors

• Sangmin Park, University of Missouri

• Soobin Choi, The Education University of Hong Kong

• Se Woong Lee, University of Missouri