Recognizing Everyday Mathematical Concepts in a Text Depicting Daily Life
DOI:
https://doi.org/10.18690/rei.5431Keywords:
everyday mathematical concepts, HLM, teacher effects, grade level, gender.Abstract
This research investigates the relationship between mathematics teachers' performance and students' recognition of everyday mathematical concepts in real-world texts. A quantitative, non-experimental, multilevel correlational design was employed, utilizing Hierarchical Linear Modeling (HLM) to analyze nested data from 17 teachers and 796 middle school students. A text depicting daily life served as the data collection instrument. Results showed a statistically significant but limited fixed effect for teacher performance, explaining 6.2% of Level-2 variance. Regarding student-level factors, sixth graders underperformed compared to fifth and seventh graders, while gender showed no significant differences, supporting evidence of gender parity.
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