Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14370
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Issue Date: 
2013
Citation: 
Shaljan Areepattamannil and Berinderjeet Kaur. (2013). Influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics – Yesterday, today and tomorrow - Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia (p. 385-392). Melbourne, VIC: MERGA.
Abstract: 
This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers’ perceptions of students’ mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and Australia. Structural equation modeling (SEM) analyses revealed that mathematics teachers’ perceptions of their students’ mathematical competence were positively linked to eighth-graders’ mathematics achievement, affect toward mathematics and engagement in mathematics lessons in both Singapore and Australia. Implications of the findings are briefly discussed.
Description: 
This paper was presented at the 36th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (MERGA 2013) on “Mathematics Education: Yesterday, Today and Tomorrow” held in Melbourne, Australia from 7 – 11 July 2013
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