International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Incidence of Contextual Variables on School Mathematical Achievement
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: García-Perales R, Palomares-Ruiz A. Incidence of Contextual Variables on School Mathematical Achievement. INT ELECT J MATH ED. 2020;15(2), em0578. https://doi.org/10.29333/iejme/7600
APA 6th edition
In-text citation: (García-Perales & Palomares-Ruiz, 2020)
Reference: García-Perales, R., & Palomares-Ruiz, A. (2020). Incidence of Contextual Variables on School Mathematical Achievement. International Electronic Journal of Mathematics Education, 15(2), em0578. https://doi.org/10.29333/iejme/7600
Chicago
In-text citation: (García-Perales and Palomares-Ruiz, 2020)
Reference: García-Perales, Ramón, and Ascensión Palomares-Ruiz. "Incidence of Contextual Variables on School Mathematical Achievement". International Electronic Journal of Mathematics Education 2020 15 no. 2 (2020): em0578. https://doi.org/10.29333/iejme/7600
Harvard
In-text citation: (García-Perales and Palomares-Ruiz, 2020)
Reference: García-Perales, R., and Palomares-Ruiz, A. (2020). Incidence of Contextual Variables on School Mathematical Achievement. International Electronic Journal of Mathematics Education, 15(2), em0578. https://doi.org/10.29333/iejme/7600
MLA
In-text citation: (García-Perales and Palomares-Ruiz, 2020)
Reference: García-Perales, Ramón et al. "Incidence of Contextual Variables on School Mathematical Achievement". International Electronic Journal of Mathematics Education, vol. 15, no. 2, 2020, em0578. https://doi.org/10.29333/iejme/7600
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: García-Perales R, Palomares-Ruiz A. Incidence of Contextual Variables on School Mathematical Achievement. INT ELECT J MATH ED. 2020;15(2):em0578. https://doi.org/10.29333/iejme/7600

Abstract

The study of math achievement is fundamental. Its importance lies in analyzing what variables affect a significant percentage of students is not to reach their basic standards. In this sense, the contextual variables may become decisive. The purpose is to analyze data obtained after administration to a sample of students of an evaluation tool that measures mathematical competence. The data were analyzed from two contextual variables, ownership and environment centres, demonstrating statistically significant differences. The evaluation of the students should develop in all its scope, adequately considering the competences and the contextual elements that may influence their results.

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