Relevant bibliographies by topics / Math attitude

Academic literature on the topic 'Math attitude'

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Published: 1 April 2023

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Journal articles on the topic "Math attitude"

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Hayes, Brian. "Math with Attitude." American Scientist 107, no. 4 (2019): 249. http://dx.doi.org/10.1511/2019.107.4.249.

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Nourozzade, Vahid, and Esmaeel Soleimani. "Investigating the Structural Equation Model of the effect of Metacognitive Awareness, Self-Efficacy, and Academic Motivation on Attitude towards Mathematics by Examining the Mediating Role of Mathematical Anxiety in Students with Special Learning Disabilities." Journal of Learning Disabilities 10, no. 2 (January 1, 2022): 282–99. http://dx.doi.org/10.32598/jld.10.2.7.

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Objective: The purpose of this study was to examine the structural equation model of metacognitive awareness, self-efficacy and academic motivation with an attitude toward mathematics: by mediating the role of math anxiety in patients with LD. Methods: The method of this study was correlation of structural equation model. The statistical population of the present study included all students with special learning disorder selected from the 4th to 6th grades of East Azarbaijan province who were studying in the first half of the academic year of 2017-18. The statistical sample included 213 students with a specific learning disorder selected from the statistical community using simple random sampling method. They responded to math anxiety questionnaires, attitude toward math, academic motivation, academic self-efficacy and meta-cognitive awareness questionnaires. Results: The results of Pearson correlation coefficient showed there is a positive and significant relationship between the attitudes toward mathematics and metacognitive awareness; between academic self-efficacy and attitude towards math; there is a positive and significant relationship between attitudes toward math with academic motivation. Also there is a significant negative relationship between mathematical anxiety with metacognitive awareness, academic self-efficacy, internal and external educational motivation, perception of teacher's attitude and attitude toward mathematics. Conclusion: Also, the AMOS software bootstrap test showed that indirect paths of metacognitive strategies to attitudes toward mathematics through mathematical anxiety; academic motivation for attitudes toward mathematics through mathematical anxiety and academic self-efficacy for attitudes toward mathematics through mathematical anxiety are fitted.
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Umoru, Samuel, and Sunday Aboritoli. "A STUDY OF PARENTAL ATTITUDE TOWARDS MATHEMATICS EDUCATION AND STUDENTS MATH HOMEWORK BEHAVIOR." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 366–71. http://dx.doi.org/10.21474/ijar01/12846.

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Homework is an essential component of teaching used by teachers to enhance levels of students commitment and engagement in learning. However, parental attitude is crucial in the homework and engagement behavior of the children. The present study investigates parental attitude towards mathematics and how it affects students math homework behavior. Ninety-six parents participated in the study. They completed a Parents Attitude Towards Mathematics scale and the Mathematics Homework Behavior Scale (MHBS). The result found that parents attitudes towards mathematics predicted math homework behavior. It is concluded that parental attitude towards mathematics is essential in increasing students math homework behavior.
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Görgün, Sena, and Canses Tican. "Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes." International Education Studies 13, no. 11 (October 25, 2020): 86. http://dx.doi.org/10.5539/ies.v13n11p86.

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The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.
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Moussa, Nahla M., and Tariq Saali. "Factors Affecting Attitude Toward Learning Mathematics: A Case of Higher Education Institutions in the Gulf Region." SAGE Open 12, no. 3 (July 2022): 215824402211230. http://dx.doi.org/10.1177/21582440221123023.

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Mathematics is an important subject that plays a crucial role in constructing mental discipline among students. There has been a great focus on investigating students’ attitudes toward mathematics in higher education settings. The current study is aiming to explore the factors that affect attitudes toward math among higher education students in the United Arab Emirates (UAE). The Math Attitude Questionnaire MAQ was adapted from Prokop et al. to fulfill the study objectives. Gender and math course levels were the proposed variables that could influence students’ attitudes toward learning mathematics in six different dimensions. Data analysis demonstrated that higher education students in the UAE show a positive attitude toward math in most MAQ dimensions. The T-test for Independent Sample revealed that gender does not affect students’ attitudes toward learning mathematics. Moreover, the ANOVA test revealed that mathematics course levels have a significant impact on students’ attitudes toward math in the six dimensions of MAQ. The math instructor and equipment dimensions were found to have a significant effect on students’ attitudes among the students taking advanced math courses. The findings of this study could benefit the higher education system in the context of enhancing mathematics teaching and assessment.
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Lamb, Julie. "Gifted Girls in a Rural Community: Making a Difference in Attitudes toward Math." Rural Special Education Quarterly 12, no. 3 (September 1993): 28–32. http://dx.doi.org/10.1177/875687059301200306.

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A number of researchers have concluded that females have negative attitudes toward mathematics which impede math achievement. In addition, rural influence may discourage girls' participation in math, thus impeding the chance for very capable females entrance into technical fields. This study utilized the Mathematics Attitude Inventory (MAI) (Sandman, 1980) to assess rural, gifted females' attitudes toward mathematics. Both an experimental and control group were administered the attitude assessment prior to the start of a semester-long intervention program for the experimental group. There were no significant differences at the .05 level in the two groups' attitudes toward math according to pretest scores. The intervention strategies for the experimental group included a variety of problem solving activities, math-related career options, and self-esteem issues. Posttest scores on the MAI revealed significant differences at the .05 level between the two groups. Thus, the intervention program was effective in positively influencing rural, gifted girls' attitudes about math.
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Ellez, Murat. "Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics." African Educational Research Journal 8, no. 4 (October 26, 2020): 747–53. http://dx.doi.org/10.30918/aerj.84.20.165.

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Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes
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Hernández-Mella, Rocío, Patricia Liranzo Soto, Aurora Andreína Jiménez Soto, and Berenice Pacheco-Salazar. "Attitudes of Elementary Students towards Reading and Math Class." Ciencia y Sociedad 42, no. 1 (January 1, 2017): 79–90. http://dx.doi.org/10.22206/cys.2017.v42i1.pp79-90.

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As part of the investigation of Art and Affectivity in Inclusive school experience: a Dominican Study researched The Attitudes towards reading and math class of elementary students from the first cycle of basic level education. We worked with 123 students of primary level form four public elementary school in the municipality of Yamasá, Dominican Republic. To achieve the purpose of the stud we applied The Elementary Reading Attitude Survey (ERAS) from Mckenna, M. & Kear, D. (1990) and using the technique of free drawing from Borthwick, A., (2011) to know the perception and the attitude of children towards mathematics class. The results show a positive attitude of children towards reading and a moderate disposition to math class.
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Soni, Akanksha, and Santha Kumari. "The Role of Parental Math Anxiety and Math Attitude in Their Children’s Math Achievement." International Journal of Science and Mathematics Education 15, no. 2 (October 11, 2015): 331–47. http://dx.doi.org/10.1007/s10763-015-9687-5.

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Wahyuddin, Wahyuddin, Nur Qalbi Rusdin, and Muhammad Awal Nur. "The impact of affective skills toward on the mathematics learning outcomes at senior high school students." Jurnal Elemen 8, no. 2 (July 1, 2022): 391–410. http://dx.doi.org/10.29408/jel.v8i2.4950.

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Affective skill is one of the factors that students must possess and are the key to successful learning; affective skills are also one of the skills needed in the world of work in the future. This research aimed to analyze the influence of affective skills and their influence on learning outcomes and the dominant influencing variables. This quantitative survey was conducted in January-March 2021, involving 155 students (61 males and 94 females). The variables consisted of exogenous variables, namely affective skills (math interest, math anxiety, math self-efficacy, beliefs, and math attitude), while endogenous variables are learning outcomes. The instrument used to measure exogenous variables were questionnaires including math interest, math anxiety, math self-efficacy, beliefs, and math attitude that met the validity and reliability tests. While the endogenous variable, namely understanding results obtained from the value of documentation of student learning outcomes at school. The data was processed by descriptive and inferential analysis through structural equation modeling (SEM). The study results concluded that math self-efficacy and math attitude were in the high category, beliefs and math interests were suitable. Math anxiety was of a low sort. Furthermore, math interest, math self-efficacy, beliefs, and math attitude were found to have no significant effect on learning outcomes, which means that math interest, self-efficacy, ideas, and math attitude were not sufficient to provide evidence that they could significantly influence learning outcomes.
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Dissertations / Theses on the topic "Math attitude"

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Jackson, Sarah Marie. "Assessment of Implicit Attitudes Toward Women Faculty in Science, Technology, Engineering, and Math." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324269233.

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Schenkel, Benjamin D. "THE IMPACT OF AN ATTITUDE TOWARD MATHEMATICS ON MATHEMATICS PERFORMANCE." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241710279.

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Martin, Rosalie Marie. "Math Attitudes of Gifted Students: A Focus on Gifted Girls in the Elementary Grades." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29800.

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This study explored the math attitudes of gifted students in grades three, four, five, and six participating in an accelerated math program with a focus on gifted girls in the elementary grades. Eight of the nine domains of the Fennema-Sherman Mathematics Attitudes Scale (MAS) were used to survey the math attitudes of 267 gifted boys and girls, in grades three through six. The domains explored the math attitudes of students within the following areas; attitude towards success, mother's attitude, father's attitude, anxiety, motivation, usefulness, teacher's attitude, and confidence. This study includes research involving gifted education; math attitudes, and educational applications of Bandura's social learning theory. Survey responses were used to compile descriptive and inferential statistics. Using the Statistical Package for the Social Sciences (SPSS) and a predetermined alpha level of .05, a multivariate analysis of variance (MANOVA) compared the groups within the domain clusters. Data analysis yielded two significant main effects in anxiety (.002) and motivation (.008). Anxiety emerged as the most significant finding of the study. Girls revealed more negative math attitudes compared to the boys at all grade levels. Interaction in motivation between fourth and sixth grade and fifth and sixth grade were significant at the.05 level. The results of this study may be used as a vehicle or catalyst for the implementation of a school or district wide training program for teachers of gifted students. These results could be used to spawn discussions with guidance counselors and others investigating the emotional and academic implications of accelerated math programs.
Ed. D.
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He, Huihua. "Adolescents' perception of parental and peer mathematics anxiety and attitude toward mathematics : a comparative study of European-American and Mainland-Chinese students /." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/h_he_042407.pdf.

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Listerman, Kelsey E. "Examining the Impact of Play on the Multiplication Fluency of Third Graders." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552668939543415.

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Bassette, Lorraine Pratt. "An assessment of the attitudes and outcomes of students enrolled in developmental basic mathematics classes at Prince George's community college." Diss., [Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2004. http://scholar.lib.vt.edu/theses/available/etd-01072005-164605.

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Zollinger, Steven Ray. "The Impact of an Online, Mastery, and Project-Based Developmental Math Curriculum on Student Achievement and Attitude." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4120.

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Due to anxiety, low confidence, and inadequate content knowledge, many college students struggle to complete their developmental math coursework. As colleges redesign their programs to address these issues, careful research is imperative to determine the factors that best meet the needs of these struggling students. The purpose of this study was to analyze the impact of one college's redesigned program (integrating online, mastery, and project-based learning) compared with the traditional program. Using Weiner's attribution theory of achievement motivation and emotion as a guide, this mixed methods case study used a quasi-experimental nonequivalent control group design in conjunction with a qualitative examination of student interviews. The study used archived quantitative data and interview data from community college students in the Western United States. The quantitative data was analyzed using multiple regression, and a thematic analysis was used for the interview data. The results indicated that students in traditional courses achieved higher final exam scores than those in the revised courses. However, the revised and traditional math students did not exhibit significantly different attitudes toward math. Some of the key factors that directly impacted student success included the availability of student support services, student collaboration, and self-concept and motivation. Based on these results, the participating college and similar colleges will be able to make more informed decisions to improve the efficacy of their developmental math programs. These revisions will then help to improve student attitude and success in mathematics, will motivate students to persist in their education, and will better equip students to positively contribute to their future communities and workplaces.
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Mammana, Maria Flavia, and Mario Pennisi. "A class practice to improve student’s attitude towards mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80613.

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For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium classes of some high schools and has obtained very good results.
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Luke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.

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The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.
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Mejri, Sami B. "Will the Use of My Math Lab Influence the Students’ Attitude toward Mathematics, Course Completion, and Content Comprehension of Basic College Mathematics?" University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309387276.

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Books on the topic "Math attitude"

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Yu, Ching C. National assessment of educational progress, 1985-86: NAEP mathematics subscales and math-learning attitude factors. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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Yu, Ching C. National assessment of educational progress, 1985-86: NAEP mathematics subscales and math-learning attitude factors. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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National Center for Education Statistics., ed. National assessment of educational progress, 1985-86: NAEP mathematics subscales and math-learning attitude factors. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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Willis, Judy. Learning to love math: Teaching strategies that change student attitudes and get results. Alexandria, Va: ASCD, 2010.

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Croot, Kathryn. How is pupil attitude towards maths afffected by gender, age and ability? Oxford: Oxford Brookes University, 2001.

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Sydnor, Rebecca. Making love happen: The smart love approach to romance management in the '90s. Latham, NY: British American Pub., 1989.

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Kuriansky, Judith. How to love a nice guy. New York: Doubleday, 1990.

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1933-, Neidhart Kristel, ed. Er ist jünger, na und?: Protokolle. Frankfurt am Main: Fischer Taschenbuch Verlag, 1990.

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Stark, Rentner Diane, and Center on Education Policy (Washington, D.C.), eds. Raising student achievement: Do our actions match our words? Bloomington, IN: Phi Delta Kappa International, 1997.

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Meidinger, Werner. Der verführte Eroberer: Wie Frauen ihre Partner wählen. Genf: Ariston, 1992.

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Book chapters on the topic "Math attitude"

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Zhang, Sunming. "Math Anxiety: The Influence of Teaching Strategies and Teachers’ Attitude." In Proceedings of the 2022 International Conference on Sport Science, Education and Social Development (SSESD 2022), 202–8. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-13-8_27.

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Fonseca, Jaime R. S. "Students’ Attitudes Toward Math Learning." In Encyclopedia of the Sciences of Learning, 3214–19. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1078.

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Staves, Les. "About curriculum attitudes and mindsets." In Very Special Maths, 5–7. Abingdon, Oxon ; New York, NY : Routledge, 2019. Identifiers: LCCN 2018009734 (print) | LCCN 2018016944 (ebook) | ISBN 9781315638348 (eb) | ISBN 9781138195516 (hb) | ISBN 9781138195530 (pb): Routledge, 2018. http://dx.doi.org/10.4324/9781315638348-2.

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Gabler, Colin B., and Timothy D. Butler. "It’s not Easy Being Green: Why Consumer Behaviors Don’t Match their Attitudes." In The Customer is NOT Always Right? Marketing Orientationsin a Dynamic Business World, 898. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50008-9_250.

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Nicholls, Jeananne, Maria Kalamas, and Kurt Schimmel. "Match/Mismatch in The College Service-Learning Experience: Influence on Attitudes, Satisfaction, and Volunteer Intentions." In The Sustainable Global Marketplace, 14. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10873-5_11.

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Bohdanowicz, Zbigniew, Jarosław Kowalski, and Paweł Kobyliński. "Engaging Electricity Users in Italy, Denmark, Spain, and France in Demand-Side Management Solutions." In Digital Interaction and Machine Intelligence, 171–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11432-8_17.

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AbstractThis paper presents the process of uncovering the motivations and barriers for adopting innovative solutions to increase the flexibility of electricity demand among individual consumers. Currently, efforts are being made to decarbonize electricity production with distributed solar and wind renewable energy installations. Such a shift in energy production also requires significant changes on the consumption side, in particular making demand more flexible to match the current situation in the power grid. The challenge in designing demand-side solutions is to accurately identify the needs of individual users so that they are motivated to take advantage of new solutions. Using data from a quantitative survey of electricity consumers in four countries (Italy, Denmark, Spain, France) on energy literacy, values and attitudes towards energy saving and technology, a cluster analysis was carried out which identified five types of electricity users. The segments defined in this way were the basis for conducting qualitative creative workshops with experts dealing with modern solutions in the field of energy and with individual electricity users. Subsequently, this information was supplemented with theoretical knowledge from the field of economic psychology regarding decision making, cognitive processes and motivation. This method allowed, already at the early stage of innovation design, to identify motivations and barriers specific to individual groups of users. The designers of innovative solutions received valuable clues as to how new technologies should be designed in order to ensure that they are well aligned with the habits, needs and rhythm of daily routines of the users.
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Sahin, Hatice B., and Sengul S. Anagun. "Educational Computer Games in Math Teaching." In Supporting Multiculturalism in Open and Distance Learning Spaces, 249–80. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3076-3.ch013.

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In this study, the effect of educational computer games on students' academic success and their attitudes towards mathematics were investigated. The study was designed as a mixed method. The results revealed that after the implementation, no significant variation was observed between both groups in terms of academic test scores and attitude points. However, qualitative findings indicated that students in the experimental group got more pleasure from the lessons and their attitudes towards mathematics were positively affected. Also, educational computer games are effective learning tools and create a positive affirmation on students. Although this study was conducted in the face to face classrooms, the findings would be transferred to other learning settings such as distance and online education. Therefore, the experience obtained from such technologically enriched learning environments is discussed in the context of distance and online learning.
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Sahin, Hatice B., and Sengul S. Anagun. "Educational Computer Games in Math Teaching." In Research Anthology on Developments in Gamification and Game-Based Learning, 614–44. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch029.

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In this study, the effect of educational computer games on students' academic success and their attitudes towards mathematics were investigated. The study was designed as a mixed method. The results revealed that after the implementation, no significant variation was observed between both groups in terms of academic test scores and attitude points. However, qualitative findings indicated that students in the experimental group got more pleasure from the lessons and their attitudes towards mathematics were positively affected. Also, educational computer games are effective learning tools and create a positive affirmation on students. Although this study was conducted in the face to face classrooms, the findings would be transferred to other learning settings such as distance and online education. Therefore, the experience obtained from such technologically enriched learning environments is discussed in the context of distance and online learning.
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Erickson, Joan J. "To Play or to Learn?" In Gamification, 2040–61. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch104.

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Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.
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Hartsell, Taralynn, Sherry S. Herron, Houbin Fang, and Avinash Rathod. "Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development." In Adult and Continuing Education, 1512–27. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch086.

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Using technology tools in math instruction can help stimulate problem-solving skills and understanding of math concepts. However, teachers need to be confident in their abilities to use technology tools. This study investigated whether or not a four-week in-service professional development institute that addressed the use of technology in math education helped improved the teachers' attitude and confidence in applying technology. Findings indicated that as the teachers explored and used the available technology tools relevant to math instruction during the institute, the more proactive and motivated they became to continue their professional development in using technology for classroom instruction. They realized that they were able to use technology and desired to continue their education in this area.
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Conference papers on the topic "Math attitude"

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McNelles, Laurie. "Math Superpowers: Attitude, Strategy Use, and Achievement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432685.

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Hwang, Hyeyoung. "Understanding Children's Math Anxiety With Parents' Attitude Toward Math, Control, and Value Constructs." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442356.

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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.

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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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Grasso, Christopher. "VML 3.0 Reactive Sequencing Objects and Matrix Math Operations for Attitude Profiling." In SpaceOps 2012. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2012. http://dx.doi.org/10.2514/6.2012-1275467.

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Susanto, Hari Purnomo, Tatik Sutarti, Agus Maman Abadi, and Agustina Sri Hafidah. "The Fuzzy Multiple Correlation and Its Application to Determine the Correlation of Math Anxiety with Math Self-Efficacy and Attitude." In International Conference on Agriculture, Social Sciences, Education, Technology and Health (ICASSETH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200402.036.

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Smith, Thomas. "Homework Characteristics as Predictors of Advanced Math Achievement and Attitude Among U.S. 12th-Grade Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441636.

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Lazarov, Borislav. "Improving the Attitude towards Mathematics via an ICT Rearrangement of the 8th Grade Math Curriculum." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007744203910397.

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Hamade, R. F. "Studying Your Students as They Learn: A Case Study of CAD Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10195.

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Having observed mechanical engineering seniors at the American University of Beirut (AUB) go about learning computer-aided design (CAD) in a formal setting, the instructors always wondered why some students acquire CAD skills with relative ease while some others seem to struggle. For this reason, a methodical study was launched in order to address this issue. Hence, and in order to “study the students as they learn” was accomplished by following 74 mechanical engineering seniors (it took three academic years including AY 2008–09 in order to have access to this relatively large number of trainees) as they went through a semester-long formal training on a commercial computer-aided design (CAD) package (Pro/Engineer, version Wildfire). The study methodically explored the trainees’: (1) technical background, (2) behavioral attributes (willingness-to-learn), and their (3) learning preferences. Investigating the technical background included quantifying the trainees’ relevant technical competencies specifically: basic math foundation, advanced math foundation, CAD-related mathematical foundation, computer science and engineering foundation, methodologies related to CAD, graphics foundation, and mechanical design foundation. Determining the trainees’ behavioral attributes included exploring their initial attitude towards learning of CAD, perception and imagination, and gauging their actual behavior (practice and CAD skills learned) throughout the training. Trainees’ learning styles were determined according to the index of learning styles, ILS [1]. Furthermore, and in order to assess the trainees’ progress in CAD knowledge acquisition, competency tests were conducted at four intervals throughout the semester-long study (2, 4, 7, and 12 weeks). The assessment involved hands-on building of CAD test parts of comparable complexity. At the conclusion of the study, statistical methods were used to correlate the trainees’ attributes with their monitored performance. Only a fraction (17 out of a class of 74 trainees or about one in four) of the trainees were found to fit the “star CAD trainee” mold which was defined in this study as someone who is fast on the tube as well as perceptive enough to be see through the procedure of building progressively more sophisticated CAD models. A profile of this “star CAD trainee” character emerges as an individual who is technically competent and perceptive, with personal drive and positive attitude, and who possesses active, sensor, sequential and visualizing learning styles.
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Wen, Run. "A Snapshot of Math Attitudes and Math Achievement." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686764.

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Tuncay, Nazime. "AN INTERDISCIPLINARY RESEARCH: USTEAM APPROACH & BWG ASSESSMENT IN ONLINE COURSES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-088.

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Real life jobs need interdisciplinary skills and educations should be adjusted in a way that students obtain these skills in their education lives. Designing interdisciplinary online courses seems to be unavoidable in educational institutions to have the technological and innovational catch-up in the 21st century. Unique Science, Technology, Engineering, Arts and Math (USTEAM) not only has the intellectual facilities, but helps students to achieve their confidence and encourages them to participate. This paper includes a literature review about the effect of culture on students' academic behaviors as well as statistical results about students' perception and attitude to the USTEAM approach. In the online courses by fostering creativity, collaboration, critical thinking, and communication and applied approach students are encouraged to love and participate in online learning. At the end of 4 months online course period, students' success is measured in three factors with BWG Assessment: Behavioral Success, Work Success and Group Success. IBM SPSS Statistics 25 used for reaching conclusions and for interpreting the data obtained. There were significant differences between males and females. Although some students were aggressive at the beginning toward being a member of STEAM, they were more motivated when they didn't had any competitors and they were expected to produce their Unique projects regardless of what others do! For motivation theorists, the results from this study provide evidence that interdisciplinary cultural influences in courses can be expressed in diverse educational settings. For educators, this study underlines the importance of cooperative and creative USTEAM activities in online courses.
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Reports on the topic "Math attitude"

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Becker, Sascha O., Stephen Broadberry, Nicholas Crafts, Sayatan Ghosal, Sharun W. Mukand, and Vera E. Troeger. Reversals of Fortune? A Long-term Perspective on Global Economic Prospects. Edited by Sascha O. Becker. CAGE Research Centre, March 2013. http://dx.doi.org/10.31273/978-0-9576027-00.

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It is conventional wisdom that: Continued fast growth in the BRICS will result in a rapid catch-up to match and even surpass Western income levels in the next few decades The crisis in Europe will soon be over and normal growth will then resume as if nothing had happened The tax competition resulting from globalization means a race to the bottom in which corporate tax rates fall dramatically everywhere The best way to escape the poverty trap is to give the poor more money Losers from globalization can be ignored by politicians in western democracies because they do not matter for electoral outcomes The adjustment problems for developing countries arising from the crisis are quite minor and easy to deal with Actually, as Reversals of Fortune shows, all of these beliefs are highly questionable. The research findings reported here provide economic analysis and evidence that challenge these claims. In the report, Nicholas Crafts asks: "What Difference does the Crisis make to Long-term West European Growth?" Vera Troeger considers "The Impact of Globalisation and Global Economic Crises on Social Cohesion and Attitudes towards Welfare State Policies in Developed Western Democracies." Stephen Broadberry looks at "The BRICs: What does Economic History say about their Growth Prospects?" Sharun Mukand takes "The View from the Developing World: Institutions, Global Shocks and Economic Adjustment." Finally, Sayantan Ghosal has a new perspective on "The Design of Pro-poor Policies."
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