Trajectory of Learning Experience from the Performance of Canada's Youth in Mathematics

LItion Furukawa

Authors

LItion Furukawa Royal Roads University

Abstract

This study empirically evaluated the learning experience of Canadian youth in mathematics, based on existing theoretical tenets, to explore a conceptual model that depicts two major orientations: one is the internal aspects, which focus on how the students feel; and another is external aspects, which focus on how the students behave. An imperative question underpinning this research involves examining different untested trajectories of learning experience in Mathematics that could elucidate and predict individuals’ mastery-approach goals. The data from the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2012 surveys comprises participants who are 15-year-old Canadian students from different provinces, investigating how the factors of learning approaches, learning environments, and participants’ familiarity affect their development of skills and learning attitudes, both at home and at school in mathematics. Path analytical procedures are applied to test the hypothesized relationships, and certain notable findings would impact mediating mechanisms while remarkable trajectories would inform complete pedagogical practices. Particularly, this research is significant for its un-exploratory nature. The Path Analysis offers visions of the relationships between the internal and external aspects, and the relationships between the elements in those same internal and external aspects. The contribution of this study is that the results/findings could support policy targets by establishing measurable goals for consideration and implementation, assist in the building of trajectories for reform, as well as notify all stakeholders such as educators, researchers, parents, governments, and policy makers about the importance of understanding individuals’ academic and learning patterns, as the researcher contends.

Author Biography

LItion Furukawa, Royal Roads University

My name is Liton which stands for the Language, Intelligence, Technology on the Net and I am a world language learner. I taught courses in PBL across the curriculum, languages arts education, innovative literature, and educational technology in the past years in universities and colleges in Asia and North America before pursuing my PhD studies at the University of Victoria (UVic). I have extensive teaching and training experience in language courses and online courses through Moodle and intensive classroom interaction during the time that my research interest in 'CALL literacies' emerged. Therefore, I designed educational software - English Phonetic Training System software (EPTS), Meanwhile, I infused concepts of art to enhance the confidence of foreign language learners. I consistently published research papers and projects on topics regarding the areas of curriculum and instruction, language and literacy, educational technology and leadership studies; a notable example of my work is entitled Intercultural Education and Training of School-to-Work Transition Curriculum and Teaching Strategies which is the only one initially representing Canada selecting from all around world from this original project and conducted a book as well as lectured as a public speech in France. Academic life leads me towards my professional career goal as an International Program Manager at a Canadian educational establishment in terms of my language abilities, teaching and researching experience.