Abstract
An oftheard comment from adolescents is that 'maths is boring'. Such disinterested students are less likely to engage in mathematics related learning tasks than their interested peers and this lack of engagement can result in lower levels of achievement. This study seeks to explore the relationship between interest and achievement in a middle school statistical literacy context. Based on the results of 218 students, a linear regression model indicated that the relationship between interest and achievement is complex and mediated by other factors that include students' selfcompetency beliefs. Moreover, the model predicted that interest has a very minor influence on achievement and that factors related to the classroom teacher have much stronger influence.
Original language  English 

Title of host publication  Proceedings of the 23rd Australian Association of Mathematics Teachers (AAMT) Biennial Conference and the 34th Annual Conference of the Mathematics Education Research Group of Australasia 
Subtitle of host publication  Mathematics: Traditions and [New] Practices 
Editors  Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer, Steve Thornton 
Place of Publication  Adelaide 
Publisher  Mathematics Education Research Group of Australasia 
Pages  151157 
Number of pages  7 
ISBN (Electronic)  9781875900695 
ISBN (Print)  9781875900701 
Publication status  Published  2011 
Event  23rd AAMT Biennial Conference and the 34th Mathematics Education Research Group of Australasia (MERGA) Conference  Alice Springs Convention Centre, Alice Springs, Australia Duration: 03 Jul 2011 → 07 Jul 2011 https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2011_MERGA_CP.aspx (Conference proceedings) 
Conference
Conference  23rd AAMT Biennial Conference and the 34th Mathematics Education Research Group of Australasia (MERGA) Conference 

Abbreviated title  Mathematics: Traditions and [New] Practices 
Country  Australia 
City  Alice Springs 
Period  03/07/11 → 07/07/11 
Internet address 

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Carmichael, C. (2011). Do interested students learn more? Results from a statistical literacy study in the middle school. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Proceedings of the 23rd Australian Association of Mathematics Teachers (AAMT) Biennial Conference and the 34th Annual Conference of the Mathematics Education Research Group of Australasia : Mathematics: Traditions and [New] Practices (pp. 151157). Mathematics Education Research Group of Australasia.