The Effects of Mediation on the Attitudes and Achievement of Mathematics Students in Student-directed and Teacher-directed Learning Situations 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 Effects of Mediation on the Attitudes and Achievement of Mathematics Students in Student-directed and Teacher-directed Learning Situations PDF full book. Access full book title The Effects of Mediation on the Attitudes and Achievement of Mathematics Students in Student-directed and Teacher-directed Learning Situations by Marsh, Frank Gene. Download full books in PDF and EPUB format.
Author: Marsh, Frank Gene
Publisher: 1976.
ISBN:
Category :
Languages : en
Pages : 330
Get Book Here
Book Description
This study was motivated by the increased use of multi-media and individualized instruction in the classroom. The present study was designed to investigate any effect of mediated (non-print) and non-mediated (print) instruction on mathematics attitudes, mathematics achievement, and the attitude-achievement relationship. The investigation was carried out using both student-directed and teacher-directed learning situations. -- One hundred eighteen grade seven mathematics students from an elementary school were randomly assigned to four treatment groups; student-directed mediated, student-directed, teacher-directed mediated and teacher-directed. The students were given a mathematics attitude and mathematics achievement pretest. At the end of the study the students were given a mathematics attitude and mathematics achievement posttest. From this, a sample of 100, 25 from each group, was randomly selected for analysis purposes. The pretest scores were used as covariates for analysis. -- A comparison of the mean attitude and mean achievement scores for the four treatment groups showed no significant difference in attitudes or achievement for any of the treatments. -- Significant correlations between mathematics attitudes and achievement were found on the pretest scores for the teacher directed group, overall teacher-directed strategy, overall mediated strategy and overall non-mediated strategy. -- Using the posttest scores of attitudes and achievement, significant correlations were found for the student-directed mediated group, student-directed and teacher-directed strategies, and overall mediated and non-mediated strategies. -- An interpretation of these findings for the groups must consider the limitation of the short duration of the study. -- The study concluded with several implications for education and some suggestions for further research.
Author: Marsh, Frank Gene
Publisher: 1976.
ISBN:
Category :
Languages : en
Pages : 330
Get Book Here
Book Description
This study was motivated by the increased use of multi-media and individualized instruction in the classroom. The present study was designed to investigate any effect of mediated (non-print) and non-mediated (print) instruction on mathematics attitudes, mathematics achievement, and the attitude-achievement relationship. The investigation was carried out using both student-directed and teacher-directed learning situations. -- One hundred eighteen grade seven mathematics students from an elementary school were randomly assigned to four treatment groups; student-directed mediated, student-directed, teacher-directed mediated and teacher-directed. The students were given a mathematics attitude and mathematics achievement pretest. At the end of the study the students were given a mathematics attitude and mathematics achievement posttest. From this, a sample of 100, 25 from each group, was randomly selected for analysis purposes. The pretest scores were used as covariates for analysis. -- A comparison of the mean attitude and mean achievement scores for the four treatment groups showed no significant difference in attitudes or achievement for any of the treatments. -- Significant correlations between mathematics attitudes and achievement were found on the pretest scores for the teacher directed group, overall teacher-directed strategy, overall mediated strategy and overall non-mediated strategy. -- Using the posttest scores of attitudes and achievement, significant correlations were found for the student-directed mediated group, student-directed and teacher-directed strategies, and overall mediated and non-mediated strategies. -- An interpretation of these findings for the groups must consider the limitation of the short duration of the study. -- The study concluded with several implications for education and some suggestions for further research.
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 296
Get Book Here
Book Description
Author: National Library of Canada
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1058
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 592
Get Book Here
Book Description
Author: Kakoma Luneta
Publisher: Springer Nature
ISBN: 3030827232
Category : Education
Languages : en
Pages : 311
Get Book Here
Book Description
The book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are rooted in teacher input and informed by learners’ errors and misconceptions. The book provides a comprehensive snapshot on mathematics teaching, learning and effective professional development programmes for mathematics teachers in sub-Sahara Africa. It is the only research output that advances and disseminates issues of mathematics education and research in the region with input from South Africa, Kenya, Rwanda, Uganda, Malawi, Namibia, Lesotho, Ethiopia and Zimbabwe.
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3319328115
Category : Education
Languages : en
Pages : 42
Get Book Here
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: Peter Grootenboer
Publisher: Springer
ISBN: 9812876790
Category : Education
Languages : en
Pages : 145
Get Book Here
Book Description
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: Markku S. Hannula
Publisher: Springer
ISBN: 3030137619
Category : Education
Languages : en
Pages : 437
Get Book Here
Book Description
This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Author: Lindsey Paige Bowser
Publisher:
ISBN:
Category : Chemistry
Languages : en
Pages : 118
Get Book Here
Book Description
In this investigation direct instruction on mathematical topics critical to the general chemistry curriculum was delivered by the chemistry teacher and members of the math department as part of a Proportions Project. Changes in student attitude and performance were measured using pre and post treatment surveys and assessments. After the Proportions Project, student performance improved by up to 28% at tasks incorporating multiple variables and unit conversions. The majority of students also reported better study skills, better understanding of the role of mathematics in the study of chemistry, and a perception of chemistry as more relevant to their daily lives.
Author: Scott A. Chamberlin
Publisher: Springer
ISBN: 3030044327
Category : Education
Languages : en
Pages : 325
Get Book Here
Book Description
In the book, the relationship between affect and modeling is discussed because, as educational psychologists have suggested for decades, affect directly influences achievement. Moreover, given the importance of mathematical modeling and the applications to high level mathematics, it provides the field of mathematics psychology with insight regarding affect, in relation to mathematical modeling. By doing so it helps determine the degree to which understanding of mathematics and understanding affect in mathematical modeling episodes may have a direct effect on cognition.
