Transfer effects of mathematical literacy: an integrative longitudinal study
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Authors
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Publication date
07.08.2020
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01A - Journal article
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Parent work
European Journal of Psychology of Education
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Volume
36
Issue / Number
3
Pages / Duration
799-825
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Springer
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Abstract
Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative international educational standards. However, there exists barely any evidence about predictors and outcomes of ML having a lasting effect on achievement in non-mathematical domains. We drew on a large longitudinal sample of N= 4001 secondary school students in Grades 5 to 9 and tested for effects of ML on later academic achievement. We took prior achievement in different domains (information and communication technology literacy, scientific literacy, reading comprehension, and listening comprehension), socioeconomic status, and gender into account and investigated predictive effects of math grade, mathematical self-concept, reasoning, and prior achievement on ML. Using structural equation models, we found support for the importance of integrating multiple predictors and revealed a transfer effect of ML on achievement in different school domains. The findings highlight the importance of ML for school curricula and lasting educational decisions.
Keywords
Subject (DDC)
510 - Mathematik
370 - Erziehung, Schul- und Bildungswesen
370 - Erziehung, Schul- und Bildungswesen
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ISBN
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0256-2928
1878-5174
1878-5174
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
Open access category
Hybrid
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Citation
HOLENSTEIN, Mathias, Georg BRUCKMAIER und Alexander GROB, 2020. Transfer effects of mathematical literacy: an integrative longitudinal study. European Journal of Psychology of Education. 7 August 2020. Bd. 36, Nr. 3, S. 799–825. DOI 10.1007/s10212-020-00491-4. Verfügbar unter: https://doi.org/10.26041/fhnw-4803