TY - JOUR

T1 - Opportunities to learn and achievement in mathematics in a sample of sixth grade students in lima, Peru

AU - Cueto, Santiago

AU - Ramirez, Cecilia

AU - Leon, Juan

PY - 2006/5

Y1 - 2006/5

N2 - In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from 22 public schools in Lima, Peru. OTL were defined in this study as curriculum coverage, cognitive demand of the tasks posed to the students, percent of mathematical exercises that were correct and quality of feedback. These variables were coded in the workbooks and notebooks of the students, which were gathered at the end of the school year (at the same time, the mathematics achievement test was administered). The results show that: (a) regarding OTL, less than half of the exercises available in the workbooks were solved, teachers overemphasize some topics of the national curriculum ({i.e.} related to Number and Number Sense), they pose tasks that are at very low levels of cognitive demand, and it is common to find mistakes in the students' answers to problems that have no feedback (or even worse, the feedback is wrong); (b) students in relatively poorer, multigrade classrooms have less OTL; (c) OTL, as defined earlier, is positively associated with achievement.

AB - In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from 22 public schools in Lima, Peru. OTL were defined in this study as curriculum coverage, cognitive demand of the tasks posed to the students, percent of mathematical exercises that were correct and quality of feedback. These variables were coded in the workbooks and notebooks of the students, which were gathered at the end of the school year (at the same time, the mathematics achievement test was administered). The results show that: (a) regarding OTL, less than half of the exercises available in the workbooks were solved, teachers overemphasize some topics of the national curriculum ({i.e.} related to Number and Number Sense), they pose tasks that are at very low levels of cognitive demand, and it is common to find mistakes in the students' answers to problems that have no feedback (or even worse, the feedback is wrong); (b) students in relatively poorer, multigrade classrooms have less OTL; (c) OTL, as defined earlier, is positively associated with achievement.

KW - Achievement in mathematics

KW - Cognitive demand

KW - Curriculum coverage

KW - Feedback

KW - Opportunities to learn

KW - Peru

UR - http://www.scopus.com/inward/record.url?scp=33746214617&partnerID=8YFLogxK

U2 - 10.1007/s10649-006-7922-2

DO - 10.1007/s10649-006-7922-2

M3 - Review article

AN - SCOPUS:33746214617

SN - 0013-1954

VL - 62

SP - 25

EP - 55

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

IS - 1

ER -