英文摘要 |
Existing studies were quite lacking in exploring the factors of mathematics learning performance with high school students. After the108 ''Curriculum Guidelines of 12-Year Basic Education-General Guidelines'' was implemented in Taiwan, the literacy-oriented learning approach has been a great challenge for students. The factors related to the performance of high school students' mathematical literacy were worth exploring. In this study, 303 high school students from a national high school in New Taipei City collected data through self-compiled questionnaires and mathematical literacy tests to explore factors related to mathematical literacy. The research controlled students' background factors, and explored the influence of students' family socioeconomic status on mathematics literacy through self-education and mathematics learning motivation. The conclusions obtained were as follows: 1. The family socioeconomic status of high school students and the time of tutoring mathematics had a positively significant impact on self-education expectations. Family socioeconomic status had no significant effect on the motivation of mathematics learning, but the motivation of boys in mathematics learning was significantly higher than that of girls; 2. The gender of students and the time of tutoring mathematics had a significant impact on mathematics literacy. Boys' math literacy was significantly higher than that of girls. The higher the self-education expectation and the motivation of math learning, the better the math literacy performance. 3. The overall indirect effect of the high school students' math learning motivation and self-education expectation in the mediated model was not obviously, however, self-education expectations had a partial mediating effect, while mathematics learning motivation did not. At the same time, the indirect effects of self-education expectations were not significantly higher than the indirect effects of learning motivation. The contributions of this research was to explore the important factors of high school students' mathematics literacy. Findings that family socioeconomic status affected mathematics literacy through self-education expectations, while not through mathematics learning motivation, and mathematics learning motivation replaced the influence of family socioeconomic status on mathematics literacy. Schools, teachers and students should pay attention to students' self-education expectations. In addition, it was necessary to understand the relationship between high school students' mathematics learning motivation and mathematical literacy and propose corresponding strategies. |