Investigation of the Factors Affecting Attitudes Toward Mathematics of Students in Different College Mathematics Courses PDF Download
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Author: Brian Johnson
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 424
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Book Description
Author: Brian Johnson
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 424
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Book Description
Author: Pir Mohammad Maleki
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 272
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Book Description
Author: Shamila Dewi Davadas
Publisher: Universiti Malaysia Sabah Press
ISBN: 9672962789
Category : Education
Languages : en
Pages : 139
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Book Description
A strong mathematics background is essential for job opportunities and advancement in a developing country like Malaysia. It gives students the confidence and ability to solve problems and become rational as well as critical in their thinking. However, Malaysian students’ mathematics achievement is relatively low as compared to other school subjects. This difference is more pronounced in rural schools. Previous studies have highlighted the relationship between students’ attitude and achievement in mathematics. Hence, it is important to investigate the contributing factors that affect students’ attitudes towards mathematics. This book is adapted and modified from a PhD thesis entitled: “Factors affecting students’ attitude towards mathematics in Sabah, Malaysia” of the first author. In this book, the relationships among perceived parental influences, teacher affective support, classroom instruction, gender, SES, students’ previous achievement and students’ attitude towards mathematics are portrayed using Structural Equation Modeling approach. Findings from the study can be utilised to understand the complex interplay of relationships that form students’ attitude towards mathematics, including factors that can be addressed by the classroom mathematics teacher. This book will be useful for secondary school mathematics teachers, researchers, school administrators, students, and policymakers.
Author: Jürgen Maasz
Publisher: BRILL
ISBN: 9087907230
Category : Education
Languages : en
Pages : 210
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Book Description
Tina Besley has edited this collection which examines and critiques the ways that different countries, particularly Commonwealth and European states, assess the quality of educational research in publicly funded higher education institutions. Such assessment often ranks universities, departments and even individual academics, and plays an important role in determining the allocation of funding to support university research.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 790
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Book Description
Author: Dorothy Rushing Bleyer
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 340
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Book Description
Author: Kevin Dean Barnes
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 118
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Book Description
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3319328115
Category : Education
Languages : en
Pages : 42
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Book Description
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
Author: Justus J. Randolph
Publisher: HAMK Press/Justus Randolph
ISBN: 9517844565
Category :
Languages : en
Pages : 123
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Book Description
Over the past thirty years, there has been much dialogue, and debate, about the conduct of educational technology research and development. In this brief volume, the author helps clarify that dialogue by theoretically and empirically charting the research methods used in the field and provides much practical information on how to conduct educational technology research. Within this text, readers can expect to find answers to the following questions: (a) What are the methodological factors that need to be taken into consideration when designing and conducting educational technology research? (b) What types of research questions do educational technology researchers tend to ask? (c) How do educational technology researchers tend to conduct research? (d) What approaches do they use? What variables do they examine? What types of measures do they use? How do they report their research? (d) How can the state of educational technology research be improved? In addition to answering the questions above, the author, a research methodologist, provides practical information on how to conduct educational technology research--from formulating research questions, to collecting and analyzing data, to writing up the research reports--in each of the major quantitative and qualitative traditions. Unlike other books of this kind, the author addresses some of research approaches used less commonly in educational technology research, but which, nonetheless, have much potential for creating new insights about educational phenomena--approaches such as single-participant research, quantitative content analysis, ethnography, narrative research, phenomenology, and others. "Multidisciplinary Methods in Educational Technology Research and Development" is an excellent text for educational technology research methods courses, a useful guide for those conducting (or supervising) research, and a rich source of empirical information on the art and science of educational technology research. Key Questions in Educational Technology Methods Choice are appended. (Contains 13 figures and 13 tables.) [This publication was produced by the HAMK University of Applied Sciences.].
Author: Patricia J. Wall
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 186
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Book Description
The purpose of this study is to investigate the attitudes toward mathematics of prospective elementary teachers and their basic understanding of mathematics. Two hundred fourteen subjects, representing prospective teachers from Oregon State University and Western Oregon State College participated in this study. The responses of this total population to the 20 items on the Revised Mathematics Attitude Scale, 74 items on the Iowa Test of Basic Skills, and demographic information supplied by the participants provided the data for this study. An Analysis of Variance statistical design was used to determine the significance of difference between the prospective teachers' attitudes toward mathematics, their basic understanding of mathematics and the following factors: high school graduation class size, college class level, high school and college mathematics back ground. The significant difference between sex and attitudes toward mathematics was determined by a t-test, as were the differences between the two schools' prospective teachers with respect to attitude and basic understanding of mathematics. The Pearson Correlation coefficient was employed to determine the relationship of attitudes toward mathematics and basic understanding of mathematics. Within the limitations of the study the following major conclusions were drawn: 1. Prospective teachers have relatively positive attitudes toward mathematics. 2. There is a significant relationship between attitudes toward mathematics and basic under standing of mathematics of prospective teachers. 3. There were no significant differences between prospective teachers at Oregon State University and Western Oregon State College with respect to attitudes toward mathematics and basic under standing of mathematics. 4. There was a significant difference in attitudes toward mathematics and high school and college mathematics background and sex of prospective teachers. 5. There were no significant differences in attitudes toward mathematics and students from various ages of high school graduation classes and college class levels. 6. There was a significant difference in basic understanding of mathematics and prospective teachers' high school mathematics background and their college class level. 7. There was no significant difference in basic understanding of mathematics and students from various sizes of high school graduation classes, college class levels and sex of the prospective teachers.
