Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States

Rachel Louise Geesa; Burcu Izci; Hyuksoon Song; Shiyi Chen

doi:10.29333/ejmste/108487

Full Text (PDF)

Rachel Louise Geesa ¹, Burcu Izci ² ^* , Hyuksoon Song ³, Shiyi Chen ⁴

More Detail

¹ Ball State University, Muncie, USA
² Florida Gulf Coast University, Fort Myers, USA
³ Georgian Court University, Lakewood, USA
⁴ Florida State University, Tallahassee, USA
^* Corresponding Author

Abstract

Educational opportunities and resources for students differ around the world. Trends in International Mathematics and Science Study (TIMSS) highlights students’ achievement, home resources, and attitudes towards mathematics and science. In this study, we sought to identify home resources and attitudes towards mathematics factors that significantly predict fourth graders’ mathematics achievement in South Korea, Turkey, and the United States using TIMSS 2015 data. Results indicated that home resources and attitudes towards mathematics both positively and significantly predicted students’ mathematics achievement. Moreover, an interesting pattern emerged as Turkish students’ attitudes towards mathematics were higher and mathematics achievement scores were lower than students from South Korea, and the United States. Future research may include longitudinal studies of mathematics achievement among the three countries.

Keywords

home resources
international education
mathematics achievement
attitudes
Trends in International Mathematics and Science Study (TIMSS)

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/108487

EURASIA J Math Sci Tech Ed, 2019 - Volume 15 Issue 9, Article No: em1751

Publication date: 12 Apr 2019

Article Views: 2695

Article Downloads: 1337

Open Access References How to cite this article

References

Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Corlu, M. S., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Turkey: A provisional agenda or a necessity?] [White Paper]. İstanbul, Turkey: Aydın Üniversitesi. Retrieved from https://www.researchgate.net/publication/281098450_STEM_egitimi_Turkiye_raporu_Gunun_modasi_mi_yoksa_gereksinim_mi_A_report_on_STEM_Education_in_Turkey_A_provisional_agenda_or_a_necessityWhite_Paper.
Akyüz, G. (2006). Teacher and classroom characteristics: Their relationship with mathematics achievement in Turkey, European Union countries and candidate countries (Unpublished doctoral thesis). Middle East Technical University, Ankara, Turkey.
Akyüz, G. (2014). The effects of student and school factors on mathematics achievement in TIMSS 2011. Education and Science, 39(172), 150-162.
Anders, Y., Rossbach, H.-G., Weinert. S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2010). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. https://doi.org/10.1016/j.ecresq.2011.08.003.
Bahçeşehir University, STEM Center (BAUSTEM). (2018). Integrated teaching project. Retrieved from http://inteach.org.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husten & T. N. Postlethwaite (Eds), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). New York: Elsevier Science.
Brunning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985ep3501_4.
Bryant, S. K. (2017). Self-efficacy sources and academic motivation: A qualitative study of 10th graders (Doctoral dissertation). Retrieved from http://dc.etsu.edu/etd/3231.
Byun, S.-y., Schofer, E., & Kim, K.-k. (2012). Revising the role of cultural capital in east Asian educational systems: The case of South Korea. Sociology of Education, 85(3), 219-239. https://doi.org/10.1177/0038040712447180.
Byun, Y.-H., Ha, M., Kwon, H.-J., Choi, K.-H., Burm, E., Choi, Y., . . . Kim, N. (2013). Epidemiological characteristics of mobile phone ownership and use in Korean children and adolescents. Environmental Health and Toxicology, 28. https://doi.org/10.5620/eht.2013.28.e2013018.
California Department of Education. (2015). Overview of the standards chapters of the mathematics framework for California public schools: Kindergarten through grade twelve. Retrieved from http://www.cde.ca.gov/ci/ma/cf/documents/maathfwoverview.pdf.
Carnoy, M., & Rothstein, R. (2013, January 15). International tests show achievement gaps in all countries, with big gains for U.S. disadvantaged students. Economic Policy Institute. Retrieved from http://www.epi.org/blog/international-tests-achievement-gaps-gains-american-students/.
Caponera, E., & Losito, B. (2016). Context factors and student achievement in the IEA studies: Evidence from TIMSS. Large-scale Assessments in Education, 4(12), 1-22. https://doi.org/10.1186/s40536-016-0030-6.
Chen, Q. (2014). Using TIMSS 2007 data to build mathematics achievement model of fourth graders in Hong Kong and Singapore. International Journal of Science and Mathematics Education, 12(6), 1519-1545.
Cheung, A. C. K., & Slavin, R. E. (2011). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. https://doi.org/10.1016/j.edurev.2013.01.001.
Chiu, M. M. (2010). Effects of inequality, family and school on mathematics achievement: Country and student differences. Social Forces, 88(4), 1645-1676. https://doi.org/10.1353/sof.2010.0019.
Choi, J., & Cho, R. M. (2016). Evaluating the effects of governmental regulations on South Korean private cram schools. Asia Pacific Journal of Education, 36(4), 599-621. https://doi.org/10.1080/02188791.2015.1064356.
Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28(4), 415-427. https://doi.org/10.1016/j.econedurev.2008.09.003.
Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Common Core State Standards Initiative. (2017). Standards in your state. Retrieved from http://www.corestandards.org/standards-in-your-state/.
Council of Chief State School Officers. (2018). Every Student Succeeds Act. Retrieved from https://www.ccsso.org/taxonomy/term/151.
DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers’ mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319-341. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428.
Douglas, K. A., & Strobel, J. (2015). Hopes and goals survey for use in STEM elementary education. International Journal of Technology and Design Education, 25(2), 245-259. https://doi.org/10.1007/s10798-014-9277-9.
Duncan, G. J., Dowsett, C. J., Claessens, A, Magnuson, K., Huston, A. C., Klebanov, P., . . . Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-446. https://doi.org/10.1037/0012-1649.43.6.1428.
ESSA. (2015). Every Student Succeeds Act of 2015, Pub. L. No. 114-95 §114 Sat. 1177 (2015-2016). Retrieved from https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf.
Foy, P. (2017). TIMSS 2015 user guide for the international database. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from https://timssandpirls.bc.edu/timss2015/international-database/.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children’s academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460. https://doi.org/10.1111/j.1467-8624.1998.tb06223.x.
Gönener, D. H., Galata, Z., Sertbaş, G., & Cander, B. (2006). Interaction of mobile phone usage with children. Eurasian Journal of Emergency Medicine, 5, 47-50.
Güvendir, M. A. (2014). Student and school characteristics’ relation to Turkish achievement in student achievement determination exam. Education and Science, 39(172), 163-180.
IEA. (2017). TIMSS & PIRLS. Retrieved from https://timssandpirls.bc.edu/.
Jho, H., Hong, O., & Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1843-1862. https://doi.org/10.12973/eurasia.2016.1538a.
Kim, S. (2008). Rapid expansion of higher education in South Korea: Political economy of education fever. In D. P. Baker, & A. W. Wiseman (Eds.), The worldwide transformation of higher education (International perspectives on education and society, Vol. 9, pp. 223-268). Bingley, UK: Emerald Group Publishing Limited.
Kim, H., & Chae, D. (2016). The development and application of a STEAM program based on traditional Korean culture. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1925-1936. https://doi.org/10.12973/eurasia.2016.1539a.
Kim, Y. H., Lee, I. H., & Park, H. J. (1993). A study of Koreans’ educational enthusiasm. Seoul: Korean Educational Development Institute.
Kim, J., & Park, D. (2010). The determinants of demand for private tutoring in South Korea. Asia Pacific Education Review, 11(3), 411-421. https://doi.org/10.1007/s12564-009-9067-3.
Korean Ministry of Education. (2017a). Statistics. Retrieved from http://english.moe.go.kr/sub/info.do?m=050101&page=050101&num=1&s=english.
Korean Ministry of Education. (2017b). Major Tasks. Retrieved from http://english.moe.go.kr/sub/info.do?m=040101&s=english.
Lee, C. (2005). Korean education fever and private tutoring. KEDI Journal of Educational Policy, 2(1), 99-107. Retrieved from https://www.kedi.re.kr/khome/main/journal/selectJournalForm.do?maxLinks=10&maxResults=.
10¤tPage=1&plNum0=5124&plKind=EJ.
Lee, J. (2007). Two worlds of private tutoring: The prevalence and causes of after-school mathematics tutoring in Korea and the United States. Teachers College Record, 109(5), 1207-1234. Retrieved from https://pdfs.semanticscholar.org/5765/0861777d3e6486774100bd4d66c09be0d537.pdf.
Lee, J. K. (2003). Korean higher education: A Confucian perspective. Edison, NJ: Jimoondang International.
Lee, J. K. (2006). Educational fever and South Korean higher education. Revista Electronica de Investigacion Educativa (REDIE), 8(1). Retrieved from http://redie.uabc.mx/vol8no1/contents-lee2.html.
Leung, F. K. S. (2001). In search of an East Asian identity in mathematics education. Educational Studies in Mathematics, 47(1), 35-51. https://doi.org/10.1023/A:1017936429620.
Leung, F. K. S. (2006). Mathematics education in East Asia and the West: Does culture matter? In F. K. S. Leung, K.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions: A comparative study of East Asia and the West: The 13th ICMI study (pp. 21-46). Boston, MA: Springer US. https://doi.org/10.1007/0-387-29723-5_2.
Linn, M. C., Lewis, C., Tsuchida, I., & Songer, N. B. (2000). Beyond fourth-grade science: Why do U.S. and Japanese students diverge? Educational Researcher, 29(3), 4-14. https://doi.org/10.3102/0013189X029003004.
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
Lubinski, D., Benbow, C. P., & Kell, H. J. (2014). Life paths and accomplishments of mathematically precocious males and females four decades later. Psychological Science, 25, 2217–2232. https://doi.org/10.1177/0956797614551371.
Malin, J. R., Bragg, D. D., & Hackmann, D. G. (2017). College and career readiness and the Every Student Succeeds Act. Educational Administration Quarterly, 53(5), 809-838. https://doi.org/10.1177/0013161X17714845.
Malley, L., Neidorf, T., Arora, A., & Kroeger, T. (2016). United States. In I. V. S. Mullis, M. O. Martin, S. Goh, & K. Cotter (Eds.) (2016). TIMSS 2015 encyclopedia: Education policy and curriculum in mathematics and science. Retrieved from http://timssandpirls.bc.edu/timss2015/encyclopedia/.
Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692-703. https://doi.org/10.1016/j.ecresq.2013.05.004.
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95-114. https://doi.org/10.1111/j.1540-4560.2008.00550.x.
Min, I., Cortina, K. S., & Miller, K. F. (2016). Modesty bias and the attitude-achievement paradox across nations: A reanalysis of TIMSS. Learning and Individual Differences, 51, 359-366. https://doi.org/10.1016/j.lindif.2016.09.008.
Ministry of National Education. (2018). National education statistics, Formal education 2017/’18. Retrieved from http://sgb.meb.gov.tr/meb_iys_dosyalar/2018_09/06123056_meb_istatistikleri_orgun_egitim_2017_2018.pdf.
Ministry of National Education, General Directorate of Innovation and Educational Technologies (YEĞİTEK). (2016). STEM education report. Retrieved from http://yegitek.meb.gov.tr/STEM_Education_Report.pdf.
Ministry of National Education, General Directorate of Innovation and Educational Technologies (YEĞİTEK). (2017). EBA’da düşün, tasarla, kodla… [Think, design, and code on the educational informatics network]. Retrieved from http://yegitek.meb.gov.tr/www/ebada-dusun-tasarla-kodla/icerik/1161.
Ministry of National Education, General Directorate of Innovation and Educational Technologies (YEĞİTEK). (2018). STEM eğitimi ögretmen el kitabi [STEM education teacher’s handbook]. Retrieved from http://scientix.meb.gov.tr/images/upload/Event_35/Gallery/STEM%20Eğitimi%20Öğretmen%20El%20Kitabı.pdf.
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/.
National Center for Education Statistics. (2017). Back to school statistics. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=372.
National Science and Technology Council. (2011). The federal science, technology, engineering, and mathematics (STEM education portfolio). Retrieved from https://www.whitehouse.gov/sites/default/files/microsites/ostp/.
costem__federal_stem_education_portfolio_report.pdf.
OECD. (2015). Students, computers and learning: Making the connection. Paris, France: PISA, OECD Publishing. https://doi.org/10.1787/9789264239555-en.
OECD. (2016a). Education Policy Outlook: Korea. Retrieved from www.oecd.org/education/policyoutlook.htm.
OECD. (2016b). Programme for International Student Assessment. Retrieved from http://www.oecd.org/pisa/.
Okagaki, L., & Frensch, P. A. (1998). Parenting and children’s school achievement: A multiethnic perspective. American Educational Research Journal, 35(1), 123-144. https://doi.org/10.3102/00028312035001123.
Ordoñez, V., & Maclean, R. (1997). Asian: The Impact of educational research on decision making. Prospects, XXVII(4), 645-654. https://doi.org/10.1007/BF02736608.
Özdemir, E., Gönen, E., Polat, M., & Akyüz Ari, S. (2016). Turkey. In I. V. S. Mullis, M. O. Martin, S. Goh, & K. Cotter (Eds.) (2016). TIMSS 2015 encyclopedia: Education policy and curriculum in mathematics and science. Retrieved from http://timssandpirls.bc.edu/timss2015/encyclopedia/.
Paik, S. J. (2004). Korean and U.S. families, schools, and learning. International Journal of Educational Research, 41, 71-90. https://doi.org/10.1016/j.ijer.2005.04.006.
Papanastasiou, C. (2000). Effects of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation, 26(1), 27-42. https://doi.org/10.1016/S0191-491X(00)00004-3.
Park, Y.-S., & Kim, U. (2006). Family, parent-child relationship, and academic achievement in Korea: Indigenous, cultural, and psychological analysis. In U. Kim, K. S. Yang, & K. K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 421-443). New York, NY: Springer. https://doi.org/0.1007/0-387-28662-4_19.
Poll, H. (2014). Pearson student mobile device survey 2014. [PDF document]. Retrieved from.
https://www.pearsoned.com/wp-content/uploads/2015-Pearson-Student-Mobile-Device-Survey-Grades-4-12.pdf.
Pouezevara, S., Dincer, A., Kipp, S., & Sariisik, Y. (2013). Turkey’s FATIH project: A plan to conquer the digital divide or a technological leap of faith? Research Triangle Park, NC & Istanbul, Turkey: RTI International & Education Reform Initiative (ERI).
Ramirez, M. J. (2006). Understanding the low mathematics achievement of Chilean students: A cross-national analysis using TIMSS data. International Journal of Educational Research 45, 102–116. https://doi.org/10.1016/j.ijer.2006.11.005.
Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301-1308. https://doi.org/10.1177/0956797612466268.
Rosenthal, T. L., & Zimmerman, B. J. (1978). Social learning and cognition. New York, NY: Academic Press.
Rowan-Kenyon, H., Swan, A. K., & Creager, M. F. (2012). Social cognitive factors, support, and engagement: Early adolescents’ math interests as precursors to choice of career. The Career Development Quarterly, 60(1), 2-15. https://doi.org/10.1002/j.2161-0045.2012.00001.x.
Sang, K., Kwak, Y., Park, S., & Park, J. H. Korea, Rep. of. In I. V. S. Mullis, M. O. Martin, S. Goh, & K. Cotter (Eds.) (2016). TIMSS 2015 encyclopedia: Education policy and curriculum in mathematics and science. Retrieved from http://timssandpirls.bc.edu/timss2015/encyclopedia/.
Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., . . . Chen, M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691-697. https://doi.org/10.1177/0956797612440101.
Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematics, and science. Computers & Education, 85, 49-58. https://doi.org/10.1016/j.compedu.2015.02.004.
Stevenson, H., & Stigler, J. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit Books.
Talim ve Terbiye Kurulu Başkanlığı. (2018). Matematik dersi öğretim programı (Ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Siniflar) [Mathematics instruction plan (Elementary and Middle School 1st, 2nd, 3rd , 4th , 5th , 6th ,7th and 8th grades)]. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=329.
The IEA International Database Analyzer (IDB Analyzer, Version 3.1) [Computer software] (2013). Hamburg, Germany: International Association for the Evaluation of Educational Achievement.
Topçu, M. S., Erbilgin, E., & Arıkan, S. (2016). Factors predicting Turkish and Korean students’ science and mathematics achievement in TIMSS 2011. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1711-1737. https://doi.org/10.12973/eurasia.2016.1530a.
U.S. Department of Education. (2015, March). Science, technology, engineering and math: Education for Global Leadership. Retrieved from https://www.ed.gov/stem.
Wang, D. B. (2004). Family background factors and mathematics success: A comparison of Chinese and US students. International Journal of Educational Research, 41(1), 40-54. https://doi.org/10.1016/j.ijer.2005.04.013.
Xu, J. (2015). Investigating factors that influence conventional distraction and tech-related distraction in math homework. Computers & Education, 81, 304-314. https://doi.org/10.1016/j.compedu.2014.10.024.
Yayan, B., & Berberoglu, G. (2004). A re-analysis of the TIMSS 1999 mathematics assessment data of the Turkish students. Studies in Educational Evaluation, 30(1), 87-104. https://doi.org/10.1016/S0191-491X(04)90005-3.
Zhu, Y., & Leung, F. K. S. (2011). Motivation and achievement: Is there an East Asian model? International Journal of Science and Mathematics Education 9(5), 1189-1212. https://doi.org/10.1007/s10763-010-9255-y.
Zhu, Y., & Leung, F. K. S. (2012). Homework and mathematics achievement in Hong Kong: Evidence from the TIMSS 2003. International Journal of Science and Mathematics Education, 10(4), 907-925. https://doi.org/10.1007/s10763-011-9302-3.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016.
Zimmerman, B. J., & Schunk, D. H. (2003). Albert Bandura: The scholar and his contributions to educational psychology. In B. J. Zimmerman & D. H. Schunk (Eds.), Educational psychology: A century of contributions (pp. 431-457). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

How to cite this article

APA

Geesa, R. L., Izci, B., Song, H., & Chen, S. (2019). Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 15(9), em1751. https://doi.org/10.29333/ejmste/108487

Vancouver

Geesa RL, Izci B, Song H, Chen S. Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States. EURASIA J Math Sci Tech Ed. 2019;15(9):em1751. https://doi.org/10.29333/ejmste/108487

AMA

Geesa RL, Izci B, Song H, Chen S. Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States. EURASIA J Math Sci Tech Ed. 2019;15(9), em1751. https://doi.org/10.29333/ejmste/108487

Chicago

Geesa, Rachel Louise, Burcu Izci, Hyuksoon Song, and Shiyi Chen. "Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 9 (2019): em1751. https://doi.org/10.29333/ejmste/108487

Harvard

Geesa, R. L., Izci, B., Song, H., and Chen, S. (2019). Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 15(9), em1751. https://doi.org/10.29333/ejmste/108487

MLA

Geesa, Rachel Louise et al. "Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 9, 2019, em1751. https://doi.org/10.29333/ejmste/108487