The Effect of Inquiry-based Learning on Calculus I Students' Math Anxiety PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effect of Inquiry-based Learning on Calculus I Students' Math Anxiety PDF full book. Access full book title The Effect of Inquiry-based Learning on Calculus I Students' Math Anxiety by Harman Prasad Aryal. Download full books in PDF and EPUB format.
Author: Harman Prasad Aryal
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 0
Get Book Here
Book Description
Math anxiety negatively affects student learning and academic performance. Students with high math anxiety exhibit physical, mental, and emotional symptoms. As a result, they tend to avoid mathematics and mathematics-related situations, perform poorly, and exhibit deficiencies in working memory. Research studies have shown that inquiry-based learning (IBL) develops confidence, conceptual understanding, and self-efficacy. Using the hypothesis that IBL will remediate math anxiety, in this research study, I explored whether IBL decreases Calculus I students’ math anxiety and how IBL compares to lecture-based instruction in this regard. I employed an explanatory sequential mixed methods design to investigate three scopes of research questions—quantitative, qualitative, and mixed—comparing the math anxiety of Calculus I students who experienced inquiry-based instruction and those who experienced lecture-based instruction. The quantitative question investigated the change in pre- to post-Mathematics Anxiety Rating Scale (MARS-S) scores. The qualitative questions guided me to explore students’ perceptions and experiences of math anxiety while learning Calculus I. Finally, I examined the interactions between the quantitative and qualitative findings using the mixed methods question. This study included quantitative data from 15 IBL and 20 lecture-based students who responded to both pre- and post-MARS-S survey and qualitative data from student and instructor interviews and class observations. I analyzed the MARS-S scores of IBL and lecture-based groups and based on the change in their anxiety scores from pre- to post-tests, I selected and interviewed nine IBL and three lecture-based students for one-on-one, semistructured interviews. I also collected data from eight class observations of each group, instructor interviews, and the artifacts from both types of classes. The average anxiety scores of the IBL group from pre- to post-MARS survey slightly decreased from 73 to 71.87 and the lecture-based group’s slightly increased from 79 to 80.55. Student responses to the 30-item MARS-S show that both groups of students were anxious about pop quizzes, tests, and exams.
Author: Harman Prasad Aryal
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 0
Get Book Here
Book Description
Math anxiety negatively affects student learning and academic performance. Students with high math anxiety exhibit physical, mental, and emotional symptoms. As a result, they tend to avoid mathematics and mathematics-related situations, perform poorly, and exhibit deficiencies in working memory. Research studies have shown that inquiry-based learning (IBL) develops confidence, conceptual understanding, and self-efficacy. Using the hypothesis that IBL will remediate math anxiety, in this research study, I explored whether IBL decreases Calculus I students’ math anxiety and how IBL compares to lecture-based instruction in this regard. I employed an explanatory sequential mixed methods design to investigate three scopes of research questions—quantitative, qualitative, and mixed—comparing the math anxiety of Calculus I students who experienced inquiry-based instruction and those who experienced lecture-based instruction. The quantitative question investigated the change in pre- to post-Mathematics Anxiety Rating Scale (MARS-S) scores. The qualitative questions guided me to explore students’ perceptions and experiences of math anxiety while learning Calculus I. Finally, I examined the interactions between the quantitative and qualitative findings using the mixed methods question. This study included quantitative data from 15 IBL and 20 lecture-based students who responded to both pre- and post-MARS-S survey and qualitative data from student and instructor interviews and class observations. I analyzed the MARS-S scores of IBL and lecture-based groups and based on the change in their anxiety scores from pre- to post-tests, I selected and interviewed nine IBL and three lecture-based students for one-on-one, semistructured interviews. I also collected data from eight class observations of each group, instructor interviews, and the artifacts from both types of classes. The average anxiety scores of the IBL group from pre- to post-MARS survey slightly decreased from 73 to 71.87 and the lecture-based group’s slightly increased from 79 to 80.55. Student responses to the 30-item MARS-S show that both groups of students were anxious about pop quizzes, tests, and exams.
Author: Raffaella Borasi
Publisher: Heinemann Educational Publishers
ISBN:
Category : Education
Languages : en
Pages : 262
Get Book Here
Book Description
Discusses the learning and teaching of mathematics in light of the recommendations set forth in the National Council of Teachers of Mathematic's standards.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 65
Get Book Here
Book Description
"The purpose of this research study was to evaluate the effectiveness of problem-based learning on the math anxiety, self-efficacy and math achievement of fifth grade students in a math class. The study was designed to implement problem-based learning in a fifth-grade math class. Data was collected using three research instruments: (a) pre-and-post test results from the District Math Assessments, (b) student interviews with a focus group of six students, and (c) classroom observations. The results from the district math assessments were compared using a paired samples t-test. The responses to the interviews were transcribed and coded in order to locate patterns and themes. Additionally, the classroom observations were coded to analyze patterns in student behaviors and their levels of engagement. An analysis of the data showed that the implementation of the problem-based learning approach does have a significant effect on students' math anxiety, self-efficacy and math achievement"--Page 8.
Author: James Hiebert
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 214
Get Book Here
Book Description
This book presents several key principles for teaching mathematics for understanding that you can use to reflect on your own teaching, make more informed decisions, and develop more effective systems of instruction.
Author: Kenneth Tobin
Publisher: Bold Visions in Educational Re
ISBN: 9789004424265
Category : Education
Languages : en
Pages : 434
Get Book Here
Book Description
"This book consists of 19 chapters on heuristics written by 21 diverse researchers. Heuristics are reflexive tools, designed to heighten awareness of actions and thereby afford reflection and other contemplative activities that can catalyze desired changes. The 33 heuristics provided in the book have been produced, revised, and adapted in more than two decades of scholarship. Six key foci are addressed in Transforming Learning and Teaching: Heuristics for Educative and Responsible Practices with respect to heuristics: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony. The book is an ideal resource for researchers in education and the social sciences, and an excellent text for graduate level courses in which research, professional development and transformative change are goals"--
Author: Sheila Tobias
Publisher: W. W. Norton & Company
ISBN: 9780393035773
Category : Education
Languages : en
Pages : 276
Get Book Here
Book Description
Tobias' lucid explanations help take the sting out of math anxiety and make math more accessible. Updated chapters demonstrate how little we really know about sex differences in brain function and new programs, many for women only, are described in detail. Illustrations.
Author: Pamela Sue Clute
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 382
Get Book Here
Book Description
Author: Larry K. Michaelsen
Publisher: Taylor & Francis
ISBN: 1000980367
Category : Education
Languages : en
Pages : 229
Get Book Here
Book Description
This book describes team-based learning (TBL), an unusually powerful and versatile teaching strategy that enables teachers to take small group learning to a whole new level of effectiveness. It is the only pedagogical use of small groups that is based on a recognition of the critical difference between "groups" and "teams", and intentionally employs specific procedures to transform newly-formed groups into high performance learning teams.This book is a complete guide to implementing TBL in a way that will promote the deep learning all teachers strive for. This is a teaching strategy that promotes critical thinking, collaboration, mastery of discipline knowledge, and the ability to apply it.Part I covers the basics, beginning with an analysis of the relative merits and limitations of small groups and teams. It then sets out the processes, with much practical advice, for transforming small groups into cohesive teams, for creating effective assignments and thinking through the implications of team-based learning.In Part II teachers from disciplines as varied as accounting, biology, business, ecology, chemistry, health education and law describe their use of team-based learning. They also demonstrate how this teaching strategy can be applied equally effectively in environments such as large classes, mixed traditional and on-line classes, and with highly diverse student populations.Part III offers a synopsis of the major lessons to be learned from the experiences of the teachers who have used TBL, as described in Part II. For teachers contemplating the use of TBL, this section provides answers to key questions, e.g., whether to use team-based learning, what it takes to make it work effectively, and what benefits one can expect from it–for the teacher as well as for the learners.The appendices answer frequently asked questions, include useful forms and exercises, and offer advice on peer evaluations and grading. A related Web site that allows readers to “continue the conversation,” view video material, access indexed descriptions of applications in various disciplines and post questions further enriches the book. The editors’ claim that team-based instruction can transform the quality of student learning is fully supported by the empirical evidence and examples they present. An important book for all teachers in higher education.
Author: Irene C. Mammarella
Publisher: Routledge
ISBN: 0429578237
Category : Psychology
Languages : en
Pages : 228
Get Book Here
Book Description
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: Claudia Zaslavsky
Publisher: Rutgers University Press
ISBN: 9780813520995
Category : Education
Languages : en
Pages : 284
Get Book Here
Book Description
The author offers a host of methods, drawn from many cultures, for tackling real-world math problems and explodes the myth that women and minorities are not good at math.
