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Students' perceptions of mathematics classroom learning environments: measurement and associations with achievement

机译：学生对数学课堂学习环境的看法：测量与成就的关联

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In this study, we measured students' perceptions of mathematics classroom learning environment and investigated their associations with students' achievement. The Mathematics-Related Constructivist-Oriented Classroom Learning Environment Survey (MCOLES) was developed with seven dimensions and 56 items, using theories surrounding classroom learning environment. For a sample of 423 grade 10 students from five schools in India, we validated the MCOLES by exploratory factor analysis and then by confirmatory factor analysis, which suggested the exclusion of 11 items and yielded an 11-factor solution. For achievement on a topic taught, mainly medium correlations emerged with the learning environment factors, suggesting practical implications for classroom teaching. This study is methodologically significant in proposing and validating the new MCOLES for measuring classroom learning environments in secondary-school mathematics.
机译：在这项研究中，我们测量了学生对数学课堂学习环境的看法，并调查了他们与学生成绩的关系。与数学有关的以建构主义为导向的课堂学习环境调查（MCOLES）使用围绕课堂学习环境的理论，分为七个维度和56个项目进行了开发。对于来自印度五所学校的423名10年级学生的样本，我们通过探索性因素分析然后通过验证性因素分析对MCOLES进行了验证，这建议排除11个项目，并得出11个因素的解决方案。为了在所讲授的主题上取得成就，主要与学习环境因素之间存在中等相关性，这暗示了对课堂教学的实际意义。这项研究在方法论上对提出和验证用于衡量中学数学课堂学习环境的新MCOLES具有重要意义。

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