Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
A Study Of Students Perceptions About Their Attitude Toward Mathematics Atm Achievement In Mathematics Aim Factors That Influence Atm And Suggestions To Improve Atm In A Better Than Average District
Download A Study Of Students Perceptions About Their Attitude Toward Mathematics Atm Achievement In Mathematics Aim Factors That Influence Atm And Suggestions To Improve Atm In A Better Than Average District full books in PDF, epub, and Kindle. Read online A Study Of Students Perceptions About Their Attitude Toward Mathematics Atm Achievement In Mathematics Aim Factors That Influence Atm And Suggestions To Improve Atm In A Better Than Average District 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 Study of Students' Perceptions about Their Attitude Toward Mathematics (ATM), Achievement in Mathematics (AIM), Factors that Influence ATM, and Suggestions to Improve ATM in a "better Than Average" District by : Laura Ann Clinton Sullivan
Download or read book A Study of Students' Perceptions about Their Attitude Toward Mathematics (ATM), Achievement in Mathematics (AIM), Factors that Influence ATM, and Suggestions to Improve ATM in a "better Than Average" District written by Laura Ann Clinton Sullivan and published by . This book was released on 2009 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments by : Ryan Gregory Shiffer
Download or read book The Relationship Between Students' Attitudes and Perceptions of Mathematics and Their Achievement as Measured By Unit Grade Level Assessments written by Ryan Gregory Shiffer and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Several factors influence students on how they might feel about a particular subject. Many of these factors may not have anything to do with the school at all as research has shown. Perceptions can be either positive or negative, and some students can be very vocal about their feelings. They might comment on how much they enjoy a particular subject, or they might let you know how much they hate the subject as well. It is important to know if students with a positive affect perform better on assessments so that something can be done to help students with negative perceptions change how they feel and potentially do better on assessments The overall goal of this study was to see if the attitudes and perceptions that students have about mathematics influence their ability to achieve a proficient level on district assessments. Additionally, this study looked at if students in different grades have more positive or negative perceptions within a particular grade at different levels of elementary school. This study could be beneficial in taking a closer look at how teachers and parents can help enforce a positive attitude so their students will be more likely to gain proficiency. Students in grades one, three, and five were given a survey with a variety of questions pertaining to how they feel about mathematics. From there, the researcher used the number of points the students received on the survey to classify each student as having a positive or negative affect. The researcher then looked at each student's unit assessments that have been given throughout the school year so far and saw which students were proficient on all the assessments, not proficient on one assessment, or not proficient on one or more of the assessments. Using this information, the researcher determined if there was a connection between students having a positive affect and proficiency. Interviews were also randomly given to ten students in grades one, three, and five respectively to see specifically how some of these perceptions are formed. The research indicates that the affect of students in first grade does not affect how they do on unit assessments. Whether or not they had a positive or negative perception of mathematics did not influence how they did on unit assessments. The data was different for third and fifth graders. The research showed that about half of the students in third that were not proficient on all unit assessments had a negative affect while the other half had a positive affect. The fifth grade data showed similar results to that of the third graders. When comparing students' affects between grades, there were more students with a negative affect in the upper grades (third and fifth); however, there was no statistical difference between the two.
Book Synopsis Attitudes, Beliefs, Motivation and Identity in Mathematics Education by : Markku S. Hannula
Download or read book Attitudes, Beliefs, Motivation and Identity in Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2016-06-14 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis Mathematics, Affect and Learning by : Peter Grootenboer
Download or read book Mathematics, Affect and Learning written by Peter Grootenboer and published by Springer. This book was released on 2015-10-17 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Student's Attitudes Toward Math by : Kevin Dean Barnes
Download or read book Student's Attitudes Toward Math written by Kevin Dean Barnes and published by . This book was released on 1997 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Students' Attitude and Self-Concept as Predictors of Maths Performance by : Evans Apoko Monda
Download or read book Students' Attitude and Self-Concept as Predictors of Maths Performance written by Evans Apoko Monda and published by LAP Lambert Academic Publishing. This book was released on 2015-09-07 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Experiment in Improving the Attitude and Achievement of Students in Mathematics by Using Behavioral Objectives by : Joseph Bruce Fleming
Download or read book An Experiment in Improving the Attitude and Achievement of Students in Mathematics by Using Behavioral Objectives written by Joseph Bruce Fleming and published by . This book was released on 1969 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relating Student Perceptions of Parent Attitudes to Student Motivation for Learning Mathematics by : Wendy Diane Schamber
Download or read book Relating Student Perceptions of Parent Attitudes to Student Motivation for Learning Mathematics written by Wendy Diane Schamber and published by . This book was released on 2018 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to declining national academic rankings, the United States developed a set of common standards (Common Core State Standards Initiative [CCSSI], 2015; Neuman & Roskos, 2013); however, success requires student effort. In that respect, the purpose of this study was to explore the relationship between student perceptions of parent attitudes toward student ability and effort following implementation of the Common Core Standards for Mathematics (CCSSM) and student motivation for learning mathematics. The construct of perception evident in Weiner's attribution theory of interpersonal motivation indicates individuals attribute motivation to factors they perceive to be real (Weiner, 2000). Student perceptions of parent attitudes can influence student motivation. This study utilized a quantitative cross-sectional design with survey methodology to gather data online from middle school students in a district that implemented the CCSSM. The study used 122 participants for an alpha of .05, power of .80, and medium effect size. The study utilized Pearson's r and Spearman r along with simple linear regression and multiple regression analyses to describe the relationship between the variables. Results indicate that student perceptions of parent attitudes toward student ability have a greater influence on student motivation than student perceptions of parent attitudes toward student effort. Student perceptions of parent attitudes toward both student ability and student effort are more positive than student perceptions of their own ability and effort, consistent with Weiner's (2000) social component of motivation. The study implies possible changes to policy and practice that would increase parent communication and involvement in a child's education.
Book Synopsis A Study of Some Factors that Affect the Attitude of Students Toward Mathematics by : Nancy Virginia Sorrell
Download or read book A Study of Some Factors that Affect the Attitude of Students Toward Mathematics written by Nancy Virginia Sorrell and published by . This book was released on 1956 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitude and Self-perception Effects on Mathematics Achievement by : Elida L. Kane
Download or read book Attitude and Self-perception Effects on Mathematics Achievement written by Elida L. Kane and published by . This book was released on 2012 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question addressed in this study is, how does attitude and self-perception of mathematics effect academic achievement? This capstone investigates whether a student's attitude towards mathematics does or does not effect their academic performance. Motivation for this study is derived from a personal dislike of mathematics as a young student and overwhelming similarities among many students today. Mindset surveys by Carol Dweck (2001) and attitude questionnaires by Fennema-Sherman (1976) were used as measurement tools and then compared to achievement based on student report card data in mathematics. Data gathered does suggest a positive correlation between student attitude towards mathematics and achievement. However, the small sample size suggests continued research in order to make any broad generalizations.
Book Synopsis The Relationship Between Attitudes and Achievement in Mathematics Among Fifth Grade Students by : Madeleine P. Michelli
Download or read book The Relationship Between Attitudes and Achievement in Mathematics Among Fifth Grade Students written by Madeleine P. Michelli and published by . This book was released on 2013 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: There have been a number of studies investigating how attitudes such as confidence and motivation affect students and their academic achievement. This study was conducted to identify specifically how fifth grade students' attitudes affect their achievement in mathematics. Gender was studied to determine its effect on attitude and achievement. Furthermore, various types of personality traits were studied including extroversion, conscientiousness, self-control, and intellectual efficiency to determine their effects on achievement. To gather the data a questionnaire including a Likert scale survey and a math test was administered. The results indicated that there is a significant relationship between attitudes toward and achievement in math. Concerning gender, males had a more positive attitude towards math compared to females, but both genders scored approximately the same on the achievement test. Finally, extroversion was the only trait to have a significant relationship with achievement, showing that students who were more extroverted scored higher on the test. These findings indicate that educators should be aware of students' attitudes and seek to improve them in order to positively influence students' academic achievement.--P. iv.
Book Synopsis The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes Toward Mathematics at a Two-year College by : Amy Renée Bishop
Download or read book The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes Toward Mathematics at a Two-year College written by Amy Renée Bishop and published by . This book was released on 2010 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the relationship between attitudes and achievement. The sample consisted of 112 students, and the study was conducted during the Spring 2010 semester at a community college in south Mississippi. The participants were enrolled in one of six classes taught by the researcher. The control group consisted of three classes (one Intermediate and two College Algebra sections) taught using traditional lecture instruction. The treatment group was comprised of three classes (one Beginning, one Intermediate, and one College Algebra section) that were taught using computer-based instruction via the interactive online software MathXL. Both the control and treatment groups were taught the same objectives and received instruction two days a week for 75 minutes per day. Mathematics achievement was measured by a comprehensive final exam that served as a pre-test and post-test. Achievement data were collected prior to any treatment and at the end of the study. Students' attitudes toward mathematics were measured both pre-survey and post-survey using the Attitudes Toward Mathematics Inventory (ATMI). Analyses of Covariance ANCOVA were used to determine whether there were significant differences in attitudes in the control and treatment groups and significant differences in achievement in the control and treatment groups, while controlling for pre-ATMI survey and pre-test scores. A correlation was used to determine whether there was a significant relationship between student achievement in mathematics and students' attitudes toward mathematics. Results of the statistical analysis on pre- and post-ATMI surveys indicated a statistically significant difference in students' attitudes toward mathematics between the control and treatment groups. Students in the traditional lecture group had significantly higher attitudes than students in the computer-based classes. ANCOVA results of the pre- and post-tests showed no significant difference in achievement between the control and treatment groups. Results of the correlation showed a significant relationship between attitude and achievement in the traditional lecture control group.
Book Synopsis Students' Experiences of Mathematics and how They Affect Further Engagement with Mathematics by : Patrick Korbel
Download or read book Students' Experiences of Mathematics and how They Affect Further Engagement with Mathematics written by Patrick Korbel and published by . This book was released on 2015 with total page 657 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this research was to investigate what factors affect senior secondary school students' attitudes towards mathematics, intentions to continue studying mathematics and mathematical literacy. In particular, this research was primarily interested in what happens "inside the classroom" and what effects this can have on students. The research was focused on the behaviours and practices of mathematics teachers and students in the classroom - how they teach, learn and interact. The research involved Year 10 and Year 11 students in mathematics classes from a range of schools across Adelaide, South Australia. This group was the focus of the research because they are nearing the end of their compulsory mathematics education, making substantive decisions about their future education and considering pathways to further study and careers. This is can be crucial turning point for many students, so we must understand what influences them. In Australia and internationally, there are persistent and wide-spread concerns about students' engagement in mathematics at all levels of education. These concerns are often prompted by declining rates of enrolment in mathematics, particularly at the senior secondary school level where advanced mathematics subjects are part of an important pathway into further education. This research is a response to those concerns and an attempt to find out in which areas we can improve mathematics education to engage and retain more students. However, the study of mathematics is not just for those with plans to become mathematicians or engineers. There is a growing need for mathematical literacy throughout society, so that we are prepared to engage in critical thought and debates and interact with an increasingly technological world. This research has been borne out of a personal appreciation of mathematics and a desire to spread this appreciation more widely. The primary data collection tools for this research were participant observation of mathematics classes, a survey questionnaire and a mathematics test. The participant observation was used to investigate classroom behaviours and practices to inform the development of the survey. The survey and the test were used together to measure students' attitude towards mathematics, their intentions to continue studying mathematics, how often they and their teachers did certain things in their classes and their mathematical literacy. A combination of analysis of variance, logistic regression and hierarchical linear modelling techniques were used to investigate what factors significantly affected attitudes towards mathematics, future intentions and mathematical literacy. In particular, logistic regressions and hierarchical linear models were used to develop models that sought to explain the variance in students' attitude, intentions and literacy. For mathematical literacy, the analysis indicates that some of the most important factors were country of birth, educational expectations, parental education, attitudes towards mathematics, the use of technology in the classroom and being assigned mathematics projects. This indicates that factors both "inside" (e.g. teachers' use of technology) and "outside" the class (e.g. students' background) are important to students' mathematical literacy. For attitudes towards mathematics, the analysis indicates that some of the most important factors were sex, language spoken at home, educational expectations, teachers, roaming the class, doing work from the textbook with and without other students. This again points to the importance of what happens inside and outside of the classroom. For intentions to study mathematics, the analysis indicates that some of the most important factors were the perceived value of mathematics, attitudes towards mathematics, university entrance and prerequisites, interest in mathematics and the advice of teachers. These results highlight the importance of student attitudes towards mathematics and its general perception as a useful and necessary subject. One of the most significant conclusions from this research is the importance of what happens inside and outside the classroom. Students bring with them to their mathematics classes a lot more than a pencil case, textbook and exercise book. Students bring with them certain values, beliefs and perceptions about mathematics that they have learned and digested outside the classroom (and in previous classrooms) that affect their engagement with mathematics. At the same time, what happens inside the classroom can and does make a difference to students and their engagement with mathematics. Above all, this research points to the fact that any interventions or initiatives should not ignore what happens inside the classroom nor what happens outside the classroom. Both aspects, and their complex and changing interactions, must be considered. The results and process of this research suggests many avenues for future investigation and study. Future analyses should consider the multi-level and hierarchical nature of school education, the change in students' engagement with mathematics over time and how best to capture the frequency of teacher and student practices in useful scales.
Book Synopsis Multidisciplinary Methods in Educational Technology Research and Development by : Justus J. Randolph
Download or read book Multidisciplinary Methods in Educational Technology Research and Development written by Justus J. Randolph and published by HAMK Press/Justus Randolph. This book was released on 2008 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.].
Download or read book Popular Mechanics written by and published by . This book was released on 2000-01 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Popular Mechanics inspires, instructs and influences readers to help them master the modern world. Whether it’s practical DIY home-improvement tips, gadgets and digital technology, information on the newest cars or the latest breakthroughs in science -- PM is the ultimate guide to our high-tech lifestyle.
