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A Qualitative And Quantitative Study Examining The Effect A Conceptual Constructivist Approach To Teaching Linear Algebra Has On Student Attitudes And Beliefs About Mathematics
Download A Qualitative And Quantitative Study Examining The Effect A Conceptual Constructivist Approach To Teaching Linear Algebra Has On Student Attitudes And Beliefs About Mathematics full books in PDF, epub, and Kindle. Read online A Qualitative And Quantitative Study Examining The Effect A Conceptual Constructivist Approach To Teaching Linear Algebra Has On Student Attitudes And Beliefs About Mathematics ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Qualitative and Quantitative Study Examining the Effect a Conceptual, Constructivist Approach to Teaching Linear Algebra Has on Student Attitudes and Beliefs about Mathematics by : Tabitha Terese Young Mingus
Download or read book A Qualitative and Quantitative Study Examining the Effect a Conceptual, Constructivist Approach to Teaching Linear Algebra Has on Student Attitudes and Beliefs about Mathematics written by Tabitha Terese Young Mingus and published by . This book was released on 1996 with total page 936 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Readings in Innovative Ideas in Teaching Collegiate Mathematics by : Mohammad-Hossain Ahmadi
Download or read book Readings in Innovative Ideas in Teaching Collegiate Mathematics written by Mohammad-Hossain Ahmadi and published by University Press of America. This book was released on 2002 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional mathematicians from the US and Britain address practical aspects of innovative ideas in teaching mathematics, but shy away from either theoretical or historical perspectives on any particular pedagogical approaches. They set out the pros and cons of implementing creative instructional styles in order to share their insights with teachers at all educational levels. Annotation copyrighted by Book News, Inc., Portland, OR.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Beliefs and Attitudes in Mathematics Education by : Jürgen Maasz
Download or read book Beliefs and Attitudes in Mathematics Education written by Jürgen Maasz and published by BRILL. This book was released on 2019-02-11 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis How Does Using a Model-centered Approach to Teaching Linear Equations Affect Students' Attitudes about Learning Mathematics? by : David Earl Pugh
Download or read book How Does Using a Model-centered Approach to Teaching Linear Equations Affect Students' Attitudes about Learning Mathematics? written by David Earl Pugh and published by . This book was released on 2013 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study addresses the effect that the use of interactive diagrams from GeoGebra and a focus on four representations has on students' attitudes toward learning linear equations. The key attitudes assessed are built on Schoenfeld's findings of mathematical attitudes commonly found in students and the Efficacy Institute's student survey built on the findings of Carol Dweck. Mixed methods were used. A pre- and post-unit survey identified key attitude changes and student interviews provided a depth of understanding as well as the student perspective of the attitude changes. Participants in the study were students of the researcher at an alternative learning center in Minnesota. Results indicate a positive student response in efficacy attitudes, but with the object of the attitude change being the teacher rather than the technology. Students demonstrated a deeper understanding of math as a system, but still viewed assignments and assessments as a process of following steps to obtain the correct answer."--
Book Synopsis Impact of the Mathematics Constructivist Curriculum on the Students' Attitude and Performance by : Maria Cecilia Saenz-Roby
Download or read book Impact of the Mathematics Constructivist Curriculum on the Students' Attitude and Performance written by Maria Cecilia Saenz-Roby and published by . This book was released on 2000 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Beliefs: A Hidden Variable in Mathematics Education? by : G.C. Leder
Download or read book Beliefs: A Hidden Variable in Mathematics Education? written by G.C. Leder and published by Springer Science & Business Media. This book was released on 2002 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students.
Book Synopsis The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions by : Serkan Narli
Download or read book The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions written by Serkan Narli and published by . This book was released on 2010 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics Education at the Department of Science and Mathematics in Buca Education Faculty at Dokuz Eylul University were divided into two homogenous groups. In order to do this segmentation, Minimum Requirements Identification Test was developed and used by the researchers. This test includes concepts like "set", "correlation" and "function", which are required to understand Cantorian Set Theory. While the control group was taught by traditional methods, a teaching method based on a constructivist approach was applied to the experimental group. Data were gathered by an open-ended questionnaire administered to total 40 students, 20 from the each group. Collected data were evaluated through content analysis. In the end, despite the minor differences, no statistically significant difference was found between the opinions of control and experimental groups about mathematics (x[superscript 2] calculation=2.578, SD=3, p greater than 0.05), department of mathematics (x[superscript 2] calculation=3.185, SD=3, p greater than 0.05) and discrete mathematics (x[superscript 2] calculation=4.935, SD=3, p greater than 0.05) after the instruction. However, opinions about Cantorian Set Theory were significantly differentiated between experimental and control groups after the instruction (x[superscript 2] calculation=13.486, SD=2, p less than 0.05). (Contains 8 tablels.).
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1996 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Instruction on the Algebra Self-efficacies of Prospective Middle Grades Teachers by : Bethany Anne Noblitt
Download or read book The Effects of Instruction on the Algebra Self-efficacies of Prospective Middle Grades Teachers written by Bethany Anne Noblitt and published by . This book was released on 2006 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used qualitative as well as quantitative research methods to investigate the effects of an algebra content course on the algebra self-efficacies of prospective middle grades teachers. This research was conducted at an urban research university in the Midwest. Surveys of and semi-structured interviews with prospective middle grades teachers and observations of and interviews with the instructor of the algebra content course provided the data. By systematically comparing the algebra self-efficacies with which prospective middle grades teachers entered the mathematics content course to the algebra self-efficacies with which they exited the course, along with examining the ways in which self-efficacy was addressed by the instruction of the mathematics content course, this research provides insight into the development of the algebra self-efficacies of prospective middle grades teachers and the role that the instruction of a mathematics content course played in that development. The prospective teachers had medium-level perceived self-efficacies upon entering the course and exiting the course. There was no statistical difference between the pre-course and post-course surveys measuring algebra self-efficacies. The prospective teachers' perceived self-efficacy on algebra tasks did not align with their performance on the tasks. Each of Bandura's (1977) four sources of influence on self-efficacy was observed in the instruction of the algebra content course.
Book Synopsis Instructional Approach and Mathematics Achievement by : Dustin Daniel Files
Download or read book Instructional Approach and Mathematics Achievement written by Dustin Daniel Files and published by . This book was released on 2016 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship three different instructional models had with students' mathematics achievement. The research factors included group membership (flipped, online, and traditional), student demographics (gender, age, and race/ethnicity), and students' affective domain (attitudes toward mathematics, mathematics self-efficacy with respect to algebra, and locus of control). The study used a quasi-experimental, modified nonrandomized pretest-posttest control group, involving intact classes of 117 students during the fall 2015 semester. The data collection instruments consisted of several different assessments: (a) a four-section questionnaire, (b) a test of prerequisite skills (TPRS), (c) three unit examinations, and (d) an end-of-semester comprehensive final examination. A hierarchical multiple regression strategy was used to analyze the data. Results showed: (a) students in the flipped group scored on average 2.57 and 1.67 units respectively, higher on the final examination, which was the measure of student achievement, than students in the online group and traditional group; (b) student age had a significant and negative effect on student achievement; (c) mathematics self-efficacy had a significant and direct relationship on student achievement; and (d) there were no significant interactions between group membership and the other research factors relative to student achievement. Stepwise regression analysis confirmed the results of the hierarchical multiple regression analysis. The results were consistent with cognitive and social constructivism, and self-efficacy theory. The findings inform the mathematics education community about the effect/influence the flipped classroom model has on student achievement in college algebra. Findings also confirm the pronounced role self-efficacy plays with respect to student achievement. Findings also confirm that gender, race/ethnicity, and students' attitudes toward mathematics make little contribution to explaining the variance in final exam scores.
Book Synopsis Student Attitudes and Algebra by : Pamela A. Hayward
Download or read book Student Attitudes and Algebra written by Pamela A. Hayward and published by . This book was released on 2017 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra classes are traditionally taught in ways that emphasize on skill and drill and limit student interaction. This problem this study addresses is the decline in student attitudes and mathematical ability that occurs as students approach algebra. The purpose of this study is to explore how students explain and demonstrate their reasons for struggling in math, as a result of the researcher listening to their lived experiences with algebra in the past, as well as during their time in the researcher's social constructivist math classroom over a school year. The research questions guiding the study were: 1) What are the lived experiences of students in a constructivist algebra classroom?, 2) What meaning do the students make of their experiences in a social constructivist algebra classroom?, and 3) What strategies do students feel are most beneficial to them while learning algebra? In order to answer these three questions, the study was designed using a phenomenological framework and relied on qualitative research as the basis for the methodology. In addition, constructivism with the use of Activity Theory and Hannula's (2002) definition of attitude comprised of the lens through which the researcher analyzed students' experiences in a social constructivist algebra classroom. The primary finding of the study showed students entered the researcher's Algebra 2 Strategies class emotionally damaged with strong negative attitudes towards mathematics. At the end of the school year students showed a shift in their attitudes feeling more capable of succeeding in an algebra class. Findings showed students lived experiences within a math class are composed of student emotions, student actions, and the interactions with their teacher. With the use of care and compassion, the teacher acts as a bridge between student emotions and student actions within an algebra classroom. This research calls for teachers to utilize a Pedagogy of Care within their classrooms and presents a Final Action Plan for algebra teachers to follow.
Book Synopsis The Impact of High School Math Teachers' Conceptions of Teaching and Learning on Implementation of Student-centered Instructional Practices by : Melissa Marie Lute
Download or read book The Impact of High School Math Teachers' Conceptions of Teaching and Learning on Implementation of Student-centered Instructional Practices written by Melissa Marie Lute and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, predictive, correlational study is to investigate the relationship between high school math teachers’ conceptions of constructivist instructional practices and their conceptions of traditional teaching practices with their implementation of student-centered learning (SCL) practices in their math classes. Cognitive constructivism, theories of teacher beliefs, and teacher self-efficacy provide a theoretical framework for understanding math teachers’ beliefs about teaching and learning and their use of SCL. This quantitative, nonexperimental study uses a correlational research design to investigate teachers' conceptions of teaching and learning and their implementation of student-centered instructional practices. The convenience sample included 68 high school math teachers in South Carolina. The teachers submitted online responses to the Teaching and Learning Conceptions Questionnaire (TLCQ), which produces two scores, one on constructivist conceptions and one on traditional conceptions. The teacher participants were also observed using the Reformed Teaching Observation Protocol (RTOP) to determine the extent which they use SCL practices in their classes. Using multiple linear regression analysis, the researcher examined the results of the TLCQ and RTOP. The results of the study show that the linear combination of teachers' conceptions of constructivist teaching practices and traditional practices may predict the level of student-centered instructional practices used in their math classes. Future research studies should consider using multiple observations, including other factors such as experience and self-efficacy, and a larger sample with a more diverse population.
Book Synopsis Tracing Beliefs and Behaviors of a Participant in a Longitudinal Study for the Development of Mathematical Ideas and Reasoning by : Maria Steffero
Download or read book Tracing Beliefs and Behaviors of a Participant in a Longitudinal Study for the Development of Mathematical Ideas and Reasoning written by Maria Steffero and published by . This book was released on 2010 with total page 708 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research provides an analysis of the relationship between a student's beliefs and mathematical behaviors over a seventeen-year period. Romina, the student of focus in this case study, was among the original participants in a longitudinal study which explored how students build mathematical ideas when working collaboratively on problem-solving tasks with as little outside intervention as possible (Maher, 2005). A qualitative, phenomenological approach was taken in analyzing videotape recordings from the Rutgers-Kenilworth longitudinal study between February 6, 1992 and July 15, 2009 in the Robert B. Davis Institute of Learning archive, along with student work, questionnaires, and researcher field notes. To better understand the development of math ideas by tracing her knowing and sense-making, the research examined four sessions of Romina's problem-solving behavior in terms of justification, representation, and collaboration from fourth through twelfth grades. In addition, this study explored her mathematical beliefs based upon five interviews from high school, college, and her post-graduate career concerning her views about the knowledge, conditions, and processes of mathematical learning. Addressing a documented need in the literature for investigation of the interplay between personal epistemology and mathematical reasoning over time, this study contributes to a larger body of work considering how social interaction, teacher questioning, and task design affect a student's cognitive growth. The research suggests that Romina constructed mathematical ideas by building relationships among concepts and produced justifications through continuously evolving personal representations that promoted mathematical understanding. Further, the findings provide evidence that Romina engaged in a range of collaborative behaviors in which she questioned others' ideas, found teacher-researcher interaction a catalyst to her thinking, worked through frustration, and moved fluidly among many roles within the group- facilitator, manager, communicator, and secretary. Simultaneously, the data suggest she developed three very healthy mathematical beliefs involving the active construction of conceptual knowledge, learning environments that built- comfortable collaborative relationships while engaging in complex tasks over long periods of time, and, finally, a learning process of- group thinking where personally relevant problems were shared, questioned, and argued. Through systematic examination of the relationship between Romina's beliefs and problem-solving behaviors, the results of this study imply specific instructional interventions that support the development of mathematical ideas and reasoning from elementary grades through college and into the workplace.
Book Synopsis A Study Examining the Role of Teacher Beliefs and how These Beliefs Affect the Teaching of Mathematics by : Deborah T. Pittman
Download or read book A Study Examining the Role of Teacher Beliefs and how These Beliefs Affect the Teaching of Mathematics written by Deborah T. Pittman and published by . This book was released on 2002 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Writing to Learn on Performance and Attitude Towards Mathematics by : Wilma Louise Rodgers
Download or read book The Effects of Writing to Learn on Performance and Attitude Towards Mathematics written by Wilma Louise Rodgers and published by . This book was released on 1996 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Effects of Inquiry-based Teaching Strategies on Community College Mathematics Students by : Cyntreva Deann Paige
Download or read book Examining the Effects of Inquiry-based Teaching Strategies on Community College Mathematics Students written by Cyntreva Deann Paige and published by . This book was released on 2013 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is well documented that students are struggling in developmental and introductory mathematics courses at community colleges across the nation. However, the reasons that these students struggle are not as well known. While numerous researchers have investigated the effects of inquiry-based learning on K-12 students, the research on this topic at the community college level is lacking. For my dissertation work, I have collected attitudinal surveys, observational data, and final exams from eight sections of a developmental mathematics course and nine sections of College Algebra at a large Texas community college. Approximately half of the instructors involved in the study incorporated some level of inquiry-based teaching strategies in their classrooms (referred to in this dissertation as "student-led" sections) while the remaining instructors employed a more direct strategy (referred to as "lecture" sections). Using this data, I investigated the relationships between teaching methods and attitudes, teaching methods and content knowledge, and attitudes and content knowledge. The evidence showed that IBL teaching strategies have a greater effect on students' attitudes for students enrolled in a developmental mathematics course than those enrolled in College Algebra. IBL teaching strategies had no positive effects on developmental students' performance on a skills-based final exam, but student-led sections performed just as well as lecture sections. In College Algebra, participants in student-led sections scored significantly higher than lecture sections on two out of five objectives: write the equation of a line in slope-intercept form (p
