Mathematics achievement and interest in mathematics from a differential perspective

In this article, we present results of an empirical study with 500 German students of grades 7 and 8. The study focussed on students’ mathematics achievement and their interest in mathematics as well as on the relation between these two constructs. In particular, the results show that the development of an individual student’s achievement between grade 7 and grade 8 depends on the achievement level of the specific classroom and therefore on the specific mathematics instruction. Interest in mathematics could be regarded a predictor for mathematics achievement Moreover, our findings suggest that the students show hardly any fear of mathematics independent of their achievement level. Kurzreferat: In diesem Beitrag wird über eine empirische Studie mit über 500 Schülerinnen und Schülern der Jahrgangsstufen 7 und 8 berichtet. Im Fokus stehen dabei die fachlichen Leistungen und das fachspezifische Interesse der Jugendlichen sowie der Zusammenhang zwischen diesen beiden Konstrukten. Die Ergebnisse zeigen unter anderem, dass die individuelle Leistungsentwicklung von Jahrgangsstufe 7 zu 8 abhängig von der Klassenebene und damit vom Unterricht ist. Interesse und Leistung korrelieren erwartungsgemäß. Zudem ist auffällig, dass die Schülerinnen und Schüler unabhängig von ihrer individuellen Leistung kaum Angst vor dem Fach Mathematik haben. ZDM-Classification: C23, D53, E 53 The learning processes of students are influenced by a variety of factors. Individual prerequisites do not only interact with variables of the teachers and their instruction, they are also integrated into the context of the specific classroom. As we may take into account a student’s individual achievement, we may consider the achievement spectrum of a whole class. Accordingly, non cognitive variables such as interest and motivation are individual characteristics, though their occurrence differs within different classrooms. In this paper, we will discuss the relation between mathematics achievement and interest as well as motivation related to mathematics on the individual level and on the classroom level. 1. Theoretical background Recently, school instruction and its effects on students’ learning are studied from an integrative perspective. This perspective includes aspects of the teacher personality, the instruction, the individual prerequisites as well as classroom and domain related mediation processes and learning activities of the students. Helmke (2003) describes the complex relations in which instruction and learning are integrated (Figure 1). Instruction is regarded as an offer and students may choose to benefit from this offer. The model serves as a framework how cognitive and non cognitive aspects of teaching and learning are related to each other. Different studies utilized this perspective to investigate the learning of mathematics and focused on the relationship between subject specific interest and learning motivation on the one hand and (mathematical) achievement on the other hand. Teacher personality Instruction (offer) Individual prerequisites