Modelling the Relationship between Mathematical Reasoning Ability and Mathematics Attainment

Abstract

In this article, the author seeks to explain the indicators of mathematical reasoning ability and examines the relationship, using structural regression modeling technique, between mathematical reasoning ability and students’ attainment in mathematics.

The sample consisted of 240 Senior Secondary School One Students (Age 14-16 years) who were randomly selected from four senior secondary schools in Isokan and Irewole Local Government Areas of Osun State, Nigeria. A 24-item Mathematics Reasoning Ability Test (MRAT) and a 36-item Attainment in Mathematics Test (AMT) were constructed to explain the indicators of mathematical reasoning ability and to assess how far these indicators enter into success in school mathematics work. Students’ scores in MRAT and AMT were analysed by using maximum likelihood estimates of LISREL version 8.88. Results from the structural regression model showed that four fundamental notions (viz: class, variable, order and classification) were measures of mathematical reasoning ability and two, success in mathematics reasoning ability reliably predicted success in mathematics attainment. These findings suggest the need for mathematics teachers to mount intervention programmes that will help students develop and improve their mathematical reasoning ability and ultimately improve their attainment in mathematics.

Keywords: Mathematical reasoning ability; Attainment in Mathematics; Mathematics learning in Nigeria; Structural regression modeling