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Author: S U. Omesuh
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: S U. Omesuh
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: RAO Cudibanda Srinivasa Rao Gopal
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Peter Grootenboer
Publisher: Springer
ISBN: 9812876790
Category : Education
Languages : en
Pages : 145
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This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negative views of mathematics during the middle school years (Years 5 to 8), and so here we concentrate on students in this critical period. The book is based on a number of empirical studies, including an enquiry undertaken with 45 children in Years 5 and 6 in one school; a large-scale quantitative study undertaken with students from a range of schools across diverse communities in New Zealand; and two related small-scale studies with junior secondary students in Australia. This book brings substantial, empirically-based evidence to the widely held perception that many students have negative views of mathematics, and these affective responses develop during the middle years of school. The data for this book were collected with school students, and students who were actually engaged in learning mathematics in their crucial middle school years. The findings reported and discussed here are relevant for researchers and mathematics educators, policy makers and curriculum developers, and teachers and school principals engaged in the teaching of mathematics.
Author: Evans Apoko Monda
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659774720
Category :
Languages : en
Pages : 92
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Book Description
Mathematics as a subject is perceived to be fundamental in the understanding and mastery of science in the modern society. Despite the fact that mathematics is critical for many careers and technological advancement, currently there is a public outcry concerning the low standard of Mathematics performance in most countries. In relation to the factors perceived to influence students' performance, many studies have so far indicated that students' academic self-concept and attitudes are among the most important psychological constructs that can explain any academic achievement. Research shows that many children begin schooling with a positive attitude towards Mathematics; however these attitudes tend to become negative as children grow up. The changes and variations of students' attitudes is great concern to educational stakeholders in many parts of the world. Therefore, this book provides research based findings mainly focusing on: the causes of variations in students' attitude and Academic self-concept towards Mathematics and the extent to which students' attitude and Academic Self-concept predict Mathematics performance.
Author: Farouq Mensah
Publisher:
ISBN: 9783668553385
Category :
Languages : en
Pages : 72
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Bachelor Thesis from the year 2017 in the subject Mathematics - Miscellaneous, grade: Bachelor's Degree, University of Cape Coast, course: B.ED. Mathematics, language: English, abstract: Mathematics education is to a nation what protein is to a young human being. As a vital tool for the understanding and application of science and technology, the discipline plays the vital role of a precursor and harbinger to the much needed technological and of course national development, which has become an imperative in the developing nations of the world. Most people have heard the age-old saying, "attitude is the key to success." Various quotes can be retrieved that subscribe to this philosophy. In education, research suggests that student attitudes toward a subject lead to academic success (Royster, Harris, and Schoeps, 1999; Popham, 2005). Generally speaking, mathematics is a subject that is often disliked, motivating researchers to investigate how mathematics attitude affects mathematics learning. The topic for the study is "Sex difference in attitude towards the study of mathematics: A case study in some selected senior high schools in the cape coast metropolis." Reviewing the literature indicates that lot of work had been done in this area and in diverse ways. The target population for the study was all senior high schools form three students (SHS 3) in Ghana. However, within the limit of time and efficiency, the accessible population was made up of all SHS 3 students in the Cape Coast metropolis of Central Region. Under the categories of single sex female schools, single sex male schools and mixed sex schools, three schools were selected using the simple random sampling. For each school selected, the simple random sample was used to select 40 students. In all 120 students were selected for the study. Data for the study was collected by the use of a questionnaire. The responses of the students on the questionnaire were collated and converted to percentages. Based
Author: Irene C. Mammarella
Publisher: Routledge
ISBN: 0429576129
Category : Psychology
Languages : en
Pages : 238
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Feelings of apprehension and fear brought on by mathematical performance can affect correct mathematical application and can influence the achievement and future paths of individuals affected by it. In recent years, mathematics anxiety has become a subject of increasing interest both in educational and clinical settings. This ground-breaking collection presents theoretical, educational and psychophysiological perspectives on the widespread phenomenon of mathematics anxiety. Featuring contributions from leading international researchers, Mathematics Anxiety challenges preconceptions and clarifies several crucial areas of research, such as the distinction between mathematics anxiety from other forms of anxiety (i.e., general or test anxiety); the ways in which mathematics anxiety has been assessed (e.g. throughout self-report questionnaires or psychophysiological measures); the need to clarify the direction of the relationship between math anxiety and mathematics achievement (which causes which). Offering a revaluation of the negative connotations usually associated with mathematics anxiety and prompting avenues for future research, this book will be invaluable to academics and students in the field psychological and educational sciences, as well as teachers working with students who are struggling with mathematics anxiety
Author: Dale H. Schunk
Publisher: Guilford Press
ISBN: 9781572303065
Category : Education
Languages : en
Pages : 260
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Book Description
This text provides a framework for teaching students how to be students, and offers practical guidance on how academic learning, at its best can be brought about.
Author: Susan G. Carlton
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Author: Choi Chong
Publisher: Open Dissertation Press
ISBN: 9781361030349
Category : Education
Languages : en
Pages : 112
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Book Description
This dissertation, "Junior Students' Attitude Towards Mathematics in a Hong Kong Secondary School" by Choi, Chong, 莊賽, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The purpose of this study was to determine the correlation between junior students' attitudes towards mathematics (ATM) and mathematics achievement in a Hong Kong secondary school. The levels of attitudes towards mathematics of students in different forms were also compared. This study was carried out by both quantitative and qualitative methods. In this research, 450 S.1 to S.3 students in the school of study were given the Attitudes Towards Mathematics Inventory (ATMI) questionnaire which consisted of 40 items covering four different sub-factors (confidence, value, enjoyment and motivation) of attitudes towards mathematics. The data was then analyzed using the Statistical Package for Social Science (SPSS) through t-test and Pearson Correlation. The results revealed that there was significant correlation between attitudes towards mathematics and achievement. Among the four sub-factors, confidence showed the strongest relationship with achievement. According to the survey results 24 students were then invited for individual interviews. Further analysis of interview responses was conducted and provided insights of different aspects which affected students' attitudes and learning mathematics. Subjects: Junior high school students - China - Hong Kong - Attitudes Mathematics - Study and teaching (Secondary) - China - Hong Kong
Author: Natasha Christou
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This mixed-method study explores the attitudes towards mathematics of sixth form high achieving students opting for advanced mathematics in Cyprus and England. The study aimed to examine differences or similarities between male and female students in Cyprus and England in terms of their attitudes towards mathematics and compare them within and across the two countries. In addition, the study aimed to develop an insight into the factors that may influence the attitudes towards mathematics of male and female students in the two countries involved. Data were collected through a Likert-scale questionnaire and a semi-structured interview. Factor Analysis was employed for the questionnaire data which was followed by Multivariate Analysis of Variance (MANOVA) and post-hoc tests. The interview data were analysed using thematic analysis. The study revealed that the overwhelming majority of students in Cyprus and England had positive attitudes towards mathematics (i.e. a utilitarian view of mathematics, interest in mathematics, and desire to pursue studies in mathematics-related fields). Findings from the study also indicate that perceived parental/teacher influence in mathematical learning had a positive impact on students' attitudes towards mathematics. However, a small number of students in both countries expressed negative feelings towards their mathematics teachers. The students in Cyprus often felt that the mathematics teachers at school did not play a significant role in their mathematical learning, because of the immense influence of private tutors in Cyprus. On the other hand, those students in England who expressed negative feelings towards their mathematics teachers attributed these feelings to their teachers' teaching styles and personality. In addition, findings suggest that female students in Cyprus had a less gender stereotypical view of mathematical ability compared to female students in England and male students in Cyprus. Conversely, for both male and female students in England mathematics was an area of strong male significance in a symbolic sense (i.e. images of male mathematicians dominating higher-level mathematics, or thoughts of boys being naturally good at mathematics and girls being good at languages, etc.).
