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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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S. Odiliobi, Chika. "CORRELATION BETWEEN PARENTS ATTITUDE TOWARDS MATHEMATICS AND MATH HOMEWORK BEHAVIOR." International Journal of Advanced Research 10, no. 02 (February 28, 2022): 715–20. http://dx.doi.org/10.21474/ijar01/14261.
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Assignments are a critical part of teaching and learning that characterizes the educational landscape of Nigeria. Homework reflects an assessment pattern used by teachers to improve students commitment and engagement in education. However, parents attitudesare essential in childrens commitment to completing their homework. The purpose of the present study was to investigate students mathematics homework behavior based on their parents attitude towards mathematics. One hundred and fourteen parents drawn from different locations in Onitsha and Awka in Anambra state, Nigeria, participated in the study. The respondents completed a self-report measure of the Parents Attitude Towards Mathematics scale and the Mathematics Homework Behavior Scale (MHBS). The linear regression analysis conducted on the data indicated a statistically positive interaction between parents attitudes towards mathematics and the students mathematics homework behavior. The study concludes that parental attitude towards mathematics is an essential determinant of a students math homework behavior.
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Rahmi, Sylvia, Rifka Nadia, Bibih Hasibah, and Wahyu Hidayat. "THE RELATION BETWEEN SELF-EFFICACY TOWARD MATH WITH THE MATH COMMUNICATION COMPETENCE." Infinity Journal 6, no. 2 (September 12, 2017): 177. http://dx.doi.org/10.22460/infinity.v6i2.p177-182.
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The aim of this research is to analyze the relationship between self-efficacy toward mathematics with mathematical communication competence. The design of this research is survey and correlation technique. The research instruments used in this research are math communication competence test and attitude scale. The instruments used are 5 questions about math communication competenca teat and 28 statements about self-efficacy. The research population is all student of SMP Negeri 1 Soreang. With samples of this research were 70 students of 7th grade student chosen by cluster random sampling. The data analyzed quantitatively done through math communication data and self-efficacy attitude scale. SPSS 20 used in this research. The result shows that student self-efficacy influences students math communication competence.
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Pentang, Jupeth, Chen Chen Chua, Augustine Mancera, Yrish Jean Solis, and Ronalyn Bautista. "PRESERVICE TEACHERS’ SELF-CONCEPT, SELF-EFFICACY, AND ATTITUDE: ITS IMPLICATIONS TO MATHEMATICS ACHIEVEMENT." Studies In Technology and Education 1, no. 1 (November 20, 2022): 1–13. http://dx.doi.org/10.55687/ste.v1i1.22.
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This correlational study investigated the relationship between preservice teachers’ math self-concept, self-efficacy, and attitude with their math achievement. Participants were chosen using stratified random sampling from BEEd and BSEd mathematics majors (n = 117). From the findings, preservice teachers had moderate to high math self-concept, self-efficacy, and attitude. These variables were statistically correlated with each other and with math achievement. The inclusion of training programs for developing the preservice teachers’ math self-concept, self-efficacy, and attitude, as well as designing curricula that engage and encourage them to do mathematics and problem-solving, must be considered among teacher education institutions.
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Rešić, Sead, Admira Ahmetbegović, and Alma Škrobić. "STUDENTS' ATTITUDE AND ACCEPTANCE OF MATH STUDIES." Journal Human Research in Rehabilitation 2, no. 2 (September 2012): 20–29. http://dx.doi.org/10.21554/hrr.091206.
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The aim of this paper is to ascertain the type of relation elementary school students have toward mathematics classes. Through employing technical and scientific methods, a basis was constructed which can provide answers to numerous questions related to math classes, relation of students towards the subject matter, as well as to results being achieved in the subject mathematics during elementary education. The fact is that elementary school students exhibit difficulties in accepting the subject and achieve lower results in mathematics in comparison to other school subjects. Likewise, it is a fact that students upon gradating elementary school opt for high schools which have less mathematics in their curricula, and this state of affair continues when choosing higher education area. In the first theoretical part, certain fundamental concepts regarding this research topic have been clarified. The second part relates to the methodology of research of the above-mentioned problem. In the third part an analysis and interpretation of the results of conducted research has been provided.
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Walker, Soung Hwa, Deron Walker, and Keith F. Widaman. "The ABCs of Math Attitudes: Reliability and Validity of the Three Factor Model." Journal of Studies in Education 10, no. 1 (December 12, 2019): 1. http://dx.doi.org/10.5296/jse.v10i1.15792.
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Although the Attitudes toward Mathematics Inventory (ATMI; four-factor model with 40 items) has been well-established as a viable tool to test the multidimentionality of math attitudes, studies have pointed out that the ATMI is lengthy, and analyses have typically been conducted on individual samples from either western or non-western cultural contexts. To address these concerns, the present study aimed to evaluate a shorter version of math attitude scales (three-factor model with 11 items) using data from three nationally representative samples (USA, Hong Kong, and Singapore). The primary goal of the current investigation was to establish reliabilty and validity of the factor structure of Affective-Behavioal-Cognitive math attitudes. Alpha coefficients (.74 - .91), factor loadings (.49 - .90), and inter-item correlation matrices supported strong reliability and clear convergent and discriminant validity of all three subscales of math attitudes. Findings were consistent with the well-documented theoretical model of ABC math attitudes (Eagly & Chaiken, 1998, 2007; Walker, 2018; Zan & Di Martino, 2007, 2014) as well as the classical tripartite model of attitudes from social pyschology (Breckler, 1984; Rosenberg & Hovland, 1960). Implications of the ABC model of math attitudes on math education, limitations of the present study, and future research are discussed.
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Kim, Kyunghee, Minhee Seo, and Bitna Lee. "The Relationship Between Academic Achievement and Affective Attitudes in Math and Science Based on TIMSS Results." Korean Society for Educational Evaluation 35, no. 4 (December 31, 2022): 763–86. http://dx.doi.org/10.31158/jeev.2022.35.4.763.
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For the past 20 years, Korea has shown a very low level of affective attitude in math and science despite high academic achievement scores in international academic achievement evaluations such as PISA or TIMSS. To identify patterns of affective attitudes in math and science, we compared the relationship between affective attitudes and academic achievement through comparisons of high-performing countries. Also, we conducted latent profile analysis on affective attitudes in math and science and investigated the relationship between latent profile and academic achievement. We used cohort data for 4th and 8th graders to compare changes across grades. The results are as follows. First, affective attitudes and academic achievement were positively correlated in all countries, but high-performing countries had very low affective attitudes. Second, according to the results of the latent profile on affective attitudes in math and science, the 4th graders were derived on the basis of positive attitudes, whereas the 8th graders were derived on the basis of negative attitudes. Third, students who belonged to a group with high affective attitudes showed high academic achievement for all graders in Korea. Lastly, educational implications for improving affective attitudes in math and science were proposed.
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Lamb, Julie, and Roberta Daniels. "Gifted Girls in a Rural Community: Math Attitudes and Career Options." Exceptional Children 59, no. 6 (May 1993): 513–17. http://dx.doi.org/10.1177/001440299305900604.
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This study was designed to determine the feasibility of improving gifted girls' attitudes toward mathematics. This study was conducted in three school districts in an isolated rural setting. Subjects were 24 gifted girls in Grades 4–7. A control group also contained 24 gifted girls at the same grade levels. On pretest, using the Mathematics Attitude Inventory (MAI), no significant differences were found between groups in their attitudes toward math. The intervention program included problem-solving activities, math-related career options, and self-esteem issues. MAI posttest scores after the 18-week program indicated that the program was effective in changing attitudes toward mathematics of gifted girls in a rural environment.
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Jennings, Susan Evans, and Anthony J. Onwuegbuzie. "Computer Attitudes as a Function of Age, Gender, Math Attitude, and Developmental Status." Journal of Educational Computing Research 25, no. 4 (December 2001): 367–84. http://dx.doi.org/10.2190/wh2l-bbvb-dtpg-ug7r.
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Chen, Lang, Se Ri Bae, Christian Battista, Shaozheng Qin, Tianwen Chen, Tanya M. Evans, and Vinod Menon. "Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms." Psychological Science 29, no. 3 (January 24, 2018): 390–402. http://dx.doi.org/10.1177/0956797617735528.
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Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.
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Dang, Myley, and Karen Nylund-Gibson. "Connecting Math Attitudes with STEM Career Attainment: A Latent Class Analysis Approach." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (June 2017): 1–38. http://dx.doi.org/10.1177/016146811711900602.
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Background For many years now, there have been many job vacancies in science, technology, engineering, and mathematics (STEM), but not enough workers to fill these vacancies. Much attention has been given to understanding and changing this situation in our country. Purpose The purpose of this study is to address this dilemma by understanding what may be gained by investigating student's attitudes towards STEM in high school. Specifically, we study the relationship between students’ math attitudes and math self-efficacy beliefs and their career outcomes in STEM. Further, we do this across different English proficiency levels to see if any understanding may be gained by studying these groups differently. Research Design This study implemented secondary analysis by using a nationally representative sample of U.S. 10th graders from the Education Longitudinal Study. A latent class analysis was used to classify students’ math attitudes and self-efficacy. Results The results from this study provide empirical support suggesting that across all three English proficiency groups, students with high math attitudes and high math self-efficacy were more likely to have a career in STEM. When examining demographic characteristics, female students were more likely to have lower math attitude and lower math self-efficacy, which helps to explain why there is an underrepresentation of female students in STEM fields. We also found that race/ethnicity and socioeconomic status operated differently for each of the English proficiency groups. Conclusions/Recommendations This study directly links student math attitudes and self-efficacy to later career choice. This study has implications for researchers and policymakers who are developing interventions, suggesting that fostering positive math attitudes and self-efficacy would help encourage more students to pursue careers in STEM, particularly for non-native English speakers and female students.
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Srougi, Melissa C., and Heather B. Miller. "Peer learning as a tool to strengthen math skills in introductory chemistry laboratories." Chemistry Education Research and Practice 19, no. 1 (2018): 319–30. http://dx.doi.org/10.1039/c7rp00152e.
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Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when partners have dissimilar abilities. Therefore, in an effort to improve student learning outcomes, we implemented peer learning interventions in our introductory chemistry laboratories to determine if math skills were enhanced when partners differed in math ability. Student performance and attitudes were analyzed in laboratory sections consisting of instructor-assigned partners who differed in math ability, compared to sections where students self-selected a partner. Students who were assigned math partners of different ability showed an 8% improvement in chemistry math concepts compared to no improvement among those who self-selected a partner, as assessed using pre- and post-math tests. Mathematical learning gains were particularly large (16%) for those students in the 50th percentile of math performance. Students also reported a significantly more positive attitude change about working with others compared to students who self-selected a partner. In addition, assigned students demonstrated a more positive shift in self-concepts such as chemistry knowledge and laboratory skills. This study illustrates that peer learning can serve as a useful and easy-to-implement tool to strengthen math skills and improve student attitudes in introductory chemistry laboratories.
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Rabbani, Sylvia, and Tatang Herman. "INCREASING FORMULATE AND TEST CONJECTURE MATH COMPETENCE AND SELF CONFIDENCE IN USING THE DISCOVERY LEARNING TEACHING MATH." PrimaryEdu - Journal of Primary Education 1, no. 1 (September 30, 2017): 119. http://dx.doi.org/10.22460/pej.v1i1.488.
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The main problem of this study is the lack of ability to formulate a conjecture of mathematics students in grade 5 elementary schools, lack of ability to test the conjecture of mathematics students in grade 5 elementary school and a low attitude of self-confidence of students Primary 5. This study uses quantitative and qualitative approach and methods of quasi and descriptive. The study population was the fifth-grade elementary school students in District Ciparay Bandung regency. The sample consisted of 66 students divided into 33 classes of students in the various groups of experiment V-A and 33 students in the class V-B as the control group. The instrument used comprising written tests on multiplication and division of fractions, and ratio and scale, attitude scale questionnaire of self-confidence, observation, and interviews. Quantitative analysis was performed on average pretest and posttest ability to compose and mathematical conjecture test using the t-test and Mann Whitney. Qualitative analysis was also conducted on the attitude scale questionnaire score self-confidence confirmed by observation and interview. The results pointed to an that mathematics learning by using discovery learning can improve students' mathematical formulate the conjecture. Learning mathematics using discovery learning can also improve students' mathematical test conjecture. The self-confidence of students in the experimental class was obtained using discovery learning math learning is good.
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Bitter, Gary Glen, John Puglisi, Annie Gorges, and Harpreet Kaur Uppal. "effects of an online collaborative elementary math program using team-based games to improve student math achievement, attitude and motivation." International Journal for Innovation Education and Research 4, no. 7 (July 31, 2016): 113–38. http://dx.doi.org/10.31686/ijier.vol4.iss7.568.
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The U.S. mathematics education system is failing to produce enough technically skilled workers for it to stay globally competitive. One of the key problems is that U.S. students are not learning the foundational math skills they need during the elementary school years. This research study evaluated the effects of an online collaborative elementary math program using team-based games (Sokikom) to improve student math achievement, attitude and motivation. The research questions focus was on achievement, attitude and motivation. Sokikom, (pronounced so-kee-kom) is an online collaborative math program developed through grants from the Institute of Education Sciences (IES), where elementary students help each other learn through a team-based game as well as adaptive, independent learning games. Though a quasi-experimental design, the researchers studied the effects of using Sokikom for 1 year in 2 elementary schools in Oxnard, CA. Specifically, effects on students' mathematics achievement as measured through the end-of-year CA state test. The results showed that there was a significant and positive association between the number of new lessons mastered and mathachievement as measured by the California Assessment of Student Performance and Progress (CAASPP) scores (p<.0001), which use the Smarter Balanced Assessment. For each additional new lesson mastered a student's CAASPP math score increased 0.58 points. Notably the change in mean on the CAASPP score and the students' intrinsic motivation to learn math. End of study data showed students that used Sokikom reliably, had significantly higher CAASPP math scores (18% higher) than other students, independent of teacher or school. In addition, students that used Sokikom reliably had more than twice the amount of students that significantly improved motivation and attitude toward learning mathematics compared to other students independent of teacher or school. The research study also examined the effect reliable-use of Sokikom had on positively changing student math motivation and attitudes for students who find math difficult and boring and students who are curious and excited about math. The latent transition analysis(LTA) findings showed a higher probability of transitioning from the subgroup that found math difficult and boring to the subgroup that were curious and excited about math was for students who used Sokikom reliably, suggesting that Sokikom may have had a positive impact on students’ math motivation. For the treated group, the probability of transitioning from the subgroup that found math difficult and boring to the subgroup of students who were curious and excited about math was 0.29, from Time 1 to Time 2. By contrast for the intent to treat group, the probability of transition from the subgroup that found math difficult and boring to the subgroup of students who were curious and excited was 0.14, from Time 1 to Time 2. In general, this research study found that regular use of an online collaborative elementary math game program (Sokikom) by elementary students has the potential to improve math achievement and provide positive motivation in the learning of mathematics.
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Loong, Tang Eng. "Self-Regulated Learning Strategies and Their Effects on Math Performance of Pre-University International Students in Malaysia." Journal of Education and Vocational Research 3, no. 3 (March 15, 2012): 89–97. http://dx.doi.org/10.22610/jevr.v3i3.54.
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The study examined any differences in self-regulated learning (SRL) strategies between two groups of international students in the Monash University Foundation Year (MUFY) program in Malaysia, in which one group of 58 international students in their first semester, and another group of 18 international students in their second and third semesters. It followed by examining the effect of the use of SRL strategies on math performance for both groups. The Learning and Study Strategies Inventory (LASSI) was used to measure the use of SRL strategies among international students, and the final score of the most manageable mathematical subject was used to measure their math performance. The result indicated that first-semester international students used as many SRL strategies as second- and thirdsemester international students, and no significant difference in math performance between the groups was found. The result also revealed that attitude towards academic tasks; motivation level and test taking strategies were positively associated with math performance of first-semester international students, while anxiety towards tests, attitude towards academic tasks and test taking strategies were positively associated with second- and third-semester international students’ math performance. Moreover, math performance of first-semester international students was significantly predicted by attitude towards academic tasks and test taking strategies, but second- and third-semester international students’ math performance was not significantly predicted by any SRL strategies.
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Guillaume, Andrea M., and Lisa Kirtman. "Research, Reflection and Practice: Learning Lessons about Lessons: Memories of Mathematics Instruction." Teaching Children Mathematics 11, no. 6 (February 2005): 302–9. http://dx.doi.org/10.5951/tcm.11.6.0302.
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“My ninth-grade algebra teacher changed my attitude toward math. He was a dynamic teacher who knew how to make math understandable and relate to real life. I loved going to his class, and soon found myself doing well in math again. It took a while, but gradually I regained my love of math.”
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Munger, Gail F., and Brenda H. Loyd. "Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance." Journal of Educational Computing Research 5, no. 2 (May 1989): 167–77. http://dx.doi.org/10.2190/r1hl-lg9j-1yn5-aq4n.
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In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.
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Huang, Shuai, Youwu Lin, Jing Zhang, and Pei Wang. "Chance-constrained approach for decentralized supply chain network under uncertain cost." AIMS Mathematics 8, no. 5 (2023): 12217–38. http://dx.doi.org/10.3934/math.2023616.
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<abstract><p>A decentralized supply chain network under uncertain cost is studied to obtain the optimal decisions of the enterprises in a situation in which the cost is uncertain. The supply chain network members adopt a chance-constrained approach to make decisions. The second-order cone-constrained variational inequality problem is used to construct the chance-constrained supply chain network equilibrium model. Then, the existence and uniqueness properties of the proposed equilibrium model are discussed under some mild assumptions. For the discontinuous functions in the feasible region of the model, the proposed model is converted to a second-order cone complementarity problem. The numerical results show that the uncertainty and risk attitude of retailers and manufacturers have different effects on supply chain network members. When the risk attitude is high, a small change in the risk attitude will significantly change all decisions of supply chain members. If the supply chain member is affected by the uncertainty positively, its profit will increase as its risk attitude increases. Moreover, it is appropriate to adopt a chance-constrained approach when the supply chain members can estimate the distributions of the competitor's strategies.</p></abstract>
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a, Gideon, Haruna b, and Mohammed A. Umar. "ROLE OF MATH GAME APPS ON ATTITUDE TOWARDS MATHEMATICS AMONG PRIMARY STUDENTS IN KOGI STATE." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 578–83. http://dx.doi.org/10.21474/ijar01/12878.
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Mathematics is an essential part of the Nigerian education vision. Mathematics is widely perceived as a tedious and challenging subject to learn. Thus, math avoidance behavior is a trend that cuts across culture and is pervasive among young learners. Research has pointed the relevance of computer games in learning mathematics. Therefore, the current study is aimed to examine the role of math game apps on the attitude of primary school students in Kogi State of Nigeria towards mathematics. A quasi-experimental design with pre-test and post-tests and two groups (experimental and control) were adopted. Primary school students in Kogi State made up the population of the study. Eighty-three (n = 83) students comprising males and females within the age range of 7 – 11 years and mean age of (M=9.12) and (SD= 1.22) were randomly pooled from selected public primary schools in Kogi State as the study participants. The students were assigned to groups, with group A as the experimental group, while group B represents the control group. Before the main studys commencement, students attitude towards mathematics was established (pre-test) using an attitude towards mathematics questionnaire. In the post-test study, the treatment group student (group A) was exposed to a math game app (Prodigy Math). The result showed that the gaming app significantly influenced the experimental groups attitude towards mathematics (M = 43.81, SD = 9.54) compared to the control group (M = 32.15, SD = 5.27). An independent t-test conducted to determine the group differences in attitude towards mathematics established that math gaming apps influenced the participants attitude towards mathematics at MD = 11.66 (95% CI, 7.92 to 15.16), t (81) = 6.317, p = .001. The study recommends that the use of gaming app should be embedded in the school curriculum.
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Seo, Minhee, Kyunghee Kim, and Bitna Lee. "Latent Profile Patterns of Affective Attitudes in Math and Science and Their Influential Factors for Elementary and Middle School Students in TIMSS 2019." Korean Society for Educational Evaluation 35, no. 2 (June 30, 2022): 247–71. http://dx.doi.org/10.31158/jeev.2022.35.2.247.
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According to the results of the international academic achievement assessment and previous studies, it is continuously reported that Korean students have high cognitive achievement but very low affective achievement. The purpose of this study is to explore the characteristics of the affective attitudes in math and science and to provide the implications for the improvement of students’ affective attitudes. To this end, multilevel latent profile analysis based on the 3-step method was used. We explored the latent profiles of the affective attitudes in math and science and their influential factors. We used data from 3,886 elementary school students(151 schools) and 3,857 middle school students(168 schools) who participated in TIMSS 2019. The results are as follows. First, for 4th graders, five latent profiles such as ‘negative(3.7%)’, ‘moderate(61.3%)’, ‘math positive(9.8%)’, ‘science positive(17.4%)’, and ‘very positive(7.8%)’ groups were derived. On the other hand, for 8th graders, the negative characteristics of each subject appeared(math negative(5.5.%), science negative(6.2%), moderate(72.2%), positive(11.3%), very positive(4.3%)). Second, in both grades, it was found that ‘sense of school belonging’, ‘instructional clarity’, and ‘solving math problems on your own’ were more related to the positive groups rather than the other groups. Third, for 4th graders, regional scale had an effect on the group classification. Lastly, educational implications for improving the affective attitude in math and science were proposed.
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Noviantari, Putu Suarniti. "PENERAPAN MODEL POLYA BERORIENTASI MASALAH SOAL CERITA KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS V SD NEGERI 7 BUGBUG." Jurnal Santiaji Pendidikan (JSP) 8, no. 1 (February 12, 2018): 19–27. http://dx.doi.org/10.36733/jsp.v8i1.159.
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This research aimed at (1) improving the fifth grade students’ math problem solving skill in SD Negeri 7 Bugbug in academic year 2017/2018 and (2) investigating the students’ attitude towards mathematics after the teaching learning process applied.This resarch is a clasroom action research consisted of 3 cycles. Each cycle involved plan, action, observation/evaluation, and reflection stages. The subject of the study was the fifth grade students in SD Negeri 7 Bugbug in academic year 2017/2018 with 39 number of students. The data about the students’ math problem solving skill were collected by administering essay test and the data about the students’ attitude were gathered by using questionnaire. The data were anaylzed by means of descriptive analysis. The research findings showed that there was an improvement on the students’ math problem solving skill through the application of Polya Model orienting Contextual Story question problem. The skill of math problem solving was increased 36.07 poin. The students’ attitude towards mathematics after implementing Polya Model orienting Contextual Story question problem was categorized positive with the average score was 38.17.
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Ismail, Yamin. "MEMBANGUN SIKAP POSITIF UNTUK MENGHINDARI SIKAP PHOBIA MATEMATIKA." Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi 9, no. 2 (December 1, 2021): 134–40. http://dx.doi.org/10.34312/euler.v9i2.11940.
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Math phobias are anxiety on math skills that happen to most learners. Anxiety is demonstrated by the existence of continuous fear against the object of mathematics and its learning situation. To avoid this, the facilitator must create a situation that allows the learners to build their confidence in math tasks. Math is characterized by abstract ideas in the form of abstract symbols that require delivery within a less abstract language to avoid understanding the idea. A positive attitude towards mathematics appears closely related to the previous experience in both the mathematical object and the classroom situation. Therefore, developing a positive attitude against math phobia requires the content to be delivered in an attractive manner in every learning process. The presentation of mathematical formulas should be adjusted according to the learning basic ability and sometimes accompanied by an inductive approach. As the facilitator of learning, the teacher must seek a learning environment that can encourage learners to behave positively and passionately in learning mathematics.
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Liu, Sihui, and Qingdao Huang. "Controllability and observability of discretized satellite magnetic attitude control system." AIMS Mathematics 8, no. 4 (2023): 7899–916. http://dx.doi.org/10.3934/math.2023398.
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<abstract><p>In this paper, two different discrete schemes of the second-order linear time-varying system represented by the linearized satellite magnetic attitude control motion equation are obtained by Euler method. Then, the controllability and observability conditions of a new discrete second-order linear time-varying system are proposed and the validity of these conditions is further verified by some numerical examples. Next, the theoretical results are applied to investigate the controllability and observability of the discretized satellite magnetic control system. Different periods $ \tau $ are chosen to investigate the effect on the controllability and observability of the resulting discrete system. The corresponding conclusions are obtained.</p></abstract>
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Bairy, Shailaja, and Neeta Inamdar. "The Role of `CLIL Integrated Mental Math Enhancement Technique’ in Mathematical Reasoning Abilities of Secondary School Children." ECS Transactions 107, no. 1 (April 24, 2022): 9517–41. http://dx.doi.org/10.1149/10701.9517ecst.
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This action research is anchored on exploring a teaching method that innovatively blends 'mental math enhancement techniques' with David Marsh's CLIL (Content and Language Integration in Learning) pedagogy. Both these stand as fundamental factors and profoundly influence the quality of mathematics learning. The decline in mathematical reasoning abilities of students has become a growing concern over the years. This research makes an effort towards addressing this by strengthening the basic mathematical concepts with the help of above method. The study aimed at investigating the effectiveness of the program by determining if there is (a) a difference in pre- and post-test scores. (b) significant increase in student attitude towards mathematics, (any change in self-concept and attitude before and after the program) 116 students of Grade 6, 7, and 8, divided into groups through stratified sampling participated in the weekly arithmetic sessions, daily quiz activities, math communications/ number talks, and language integrated CLIL sessions. This `curriculum-integrated research’ employed experimental method using pre-test & post-test experimental group design. The results revealed that the CLIL integrated/ mental math enhancement technique significantly improved the mathematical reasoning abilities in a particular class. The attitudes towards the subject also proved to rely positively on mathematical performance and vice versa.
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Baek, Youngkyun, Gina Kwid, and Nicole Sarty. "Autonomous Robotics Math Curriculum Development Using C Coding Language to Increase Student Attitudes and Learner Outcomes." International Journal of Robotics and Automation Technology 9 (November 29, 2022): 56–77. http://dx.doi.org/10.31875/2409-9694.2022.09.07.
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Abstract: Educational robotics is increasingly becoming incorporated into K12 instructional curriculum. The addition of autonomous robotics into mathematics lessons increases student engagement and attitudes towards robotics and STEM. This mixed methods study provides educators with an autonomous robotics curriculum, developed in C coding language, to increase learner attitude outcomes towards robotics and STEM. According to research from Vollstedt et al. (2007) as society progresses, students need to increase their knowledge of science, mathematics, engineering, and technology (STEM) to compete with the rest of the world and to efficiently utilize the new technologies that are introduced. This study was conducted at a STEM school in a small suburb of Boise, Idaho. Thirty-two fifth grade students participated in the study incorporating qualitative observations and quantitative surveys. The study concluded that coding using C coding language is one way of increasing attitudes towards robotics and STEM. Future curriculum development and research using autonomous robotics is needed to provide educators with tools to increase learner attitude outcomes towards robotics and STEM.
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Zimprich, Daniel. "Attitudes Toward Statistics Among Swiss Psychology Students." Swiss Journal of Psychology 71, no. 3 (January 2012): 149–55. http://dx.doi.org/10.1024/1421-0185/a000082.
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Students’ attitude toward statistics plays an important role in their statistics achievement. The present research tests the factorial structure and predictors as well as outcomes of the Survey of Attitudes Toward Statistics in a sample of 346 Swiss psychology students. A confirmatory factor analysis validated the four-factor structure of the questionnaire (Affect, Cognitive Competence, Value, and Difficulty). Last math grade and sex were predictors of students’ attitude toward statistics, which in turn explained 30% of the variance in statistics achievement. The results demonstrate the importance of students’ feelings and opinions about statistics, over and above competence variables.
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Chandra, Fitriana Eka. "The Application of Scout Education System in Mathematics Learning To Improve Student Mathematical Disposition." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, no. 1 (January 31, 2019): 16–26. http://dx.doi.org/10.36835/axi.v4i1.340.
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Mathematics has always been a difficult subject for the students. Math learning in the classroom is often a very tedious process for most students. Many students are unmotivated to study mathematics, which means that the disposition of students in learning mathematics is lacking. Mathematical dispositions relate to student attitudes, the tendency to think and act positively in learning mathematics. One of the extracurricular activities that students are interested in is the Extrakurikuler Scout activities. Students are always eager to follow the activities in these activities. This means that the education system contained in the Boy Scouts is able to attract students' attention and be able to motivate students. Even when students are given difficult challenges, students seem to be passionate and happy to follow the challenge. This means students have a positive attitude in following Scout activities. This is certainly when applied in the learning of mathematics will be able to make students feel happy to attend math lessons. So that in the end can make students' mathematics learning outcomes for the better. Keyword: Math lesson, Scout, math disposision
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Rizal, Erlinda, Irma Diani, and Safnil Arsyad. "Diploma Students� Attitude and Problems towards Online English Learning Implemented at University of Bengkulu." Edu-Ling: Journal of English Education and Linguistics 5, no. 1 (January 12, 2022): 7. http://dx.doi.org/10.32663/edu-ling.v5i1.2173.
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The objectives of this research are to investigate the emotional, cognitive, and behavioral attitudes and problems of the Diploma student of Economic and Bussiness Faculty and Math and Science Faculty in Universitas Bengkulu toward online English learning. This research is quantitative. The sample of this research was 145 students of Diploma students of Economic and Bussiness Faculty and Math and Science Faculty in Universitas Bengkulu. The data were gathered by using a questionnaire and interview and were analyzed by using SPSS 21. The findings showed that Diploma students have a positive attitude toward English in all aspects, Behavior, Cognitive, and Emotional aspect. In the Behavior aspect, the highest score was that indicated they have a positive attitude was Diploma students are always on time when online English learning. In the Cognitive aspect, the highest score was that indicated they have a positive attitude was they can analyze content in online English learning. In the Emotional aspect, the highest score was that indicated they have a positive attitude was wished they could speak English fluently. The last, problem faced by students were they lack the signal to be able to study online. The process of teaching and learning English online requires students to have a signal, so, they could connect to the internet network and there are also some of the students who find it difficult to understand lessons when online learning. In conclusion, most of the students have a positive attitude in three aspects. But, the students have to pay attention to their signals during online learning.
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Al-Mutawah, Masooma Ali, and Moosa Jaafar Fateel. "Students’ Achievement in Math and Science: How Grit and Attitudes Influence?" International Education Studies 11, no. 2 (January 26, 2018): 97. http://dx.doi.org/10.5539/ies.v11n2p97.
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Many recent studies in the field of mathematics and science education have been studying the effect of non-cognitive factors in students’ achievement such as emotions, attitudes, values, beliefs, motivation, anxiety and grit. For example, attitude has been an important area in science education, and there have been many attempts to measure students attitudes to understand why they prefer a specific science subject (Reid; 2006). Zimmerman and Brogan (2015) stated that ‘grit predicts successful performance in a variety of contexts and found to be positively correlated with undergraduate grade average.’ Unfortunately, there are very few attempts if any have been studying the effect of grit on students’ academic achievement in Bahrain. Bahrain is an important economic sector in the Arabic Gulf region; it has very ambitious and competitive developing economical and educational vision. This study aims to find relationships between students’ level of grit and attitudes toward mathematics and science and the academic achievements in Bahrain secondary schools. ‘Grit questionnaire’ was adapted from Duckworth et al. (2007), and was administered to a total of 646 secondary school students. ‘Attitudes toward mathematics’ questionnaire was adapted from TIMSS (2011), and administered to a total of 349 secondary school students. ‘Attitudes toward science’ questionnaire was adapted from TIMSS (2011), and administered to a total of 297 secondary school students. The results showed that grit is positively and significantly correlated to academic achievement in math only, while attitudes towards math and science was positively and significantly correlated to academic achievement in both subjects.
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Şahan, Hasan Hüseyin, and Hasan Zöğ. "An analysis of the relation between teacher candidates' attitudes toward the teaching profession and teaching-learning process competencies." Pegem Eğitim ve Öğretim Dergisi 7, no. 4 (August 22, 2017): 583–610. http://dx.doi.org/10.14527/pegegog.2017.021.
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Even though the adopted teaching-learning approaches and the curricula that are based on them are subject to change in an educational institution, teaching competencies and attitudes determine the basic quality of the educational system. The study mainly intends to determine the relationship between levels of teacher candidates' attitude to teaching and levels of their teaching-learning competencies. This study has a survey design as it identifies teacher candidates' attitudes toward the profession and teaching-learning process competencies, and a relational survey design as it explores whether attitudes toward the profession and teaching-learning competencies correlate or not. As the study aims to make a comparison between social sciences and science-math fields, the data was collected from 387 teacher candidates, whose subject fields can be grouped within these two areas. The data was collected through "Attitude to Teaching Profession Scale" and "Teaching Learning Process Competencies Scale". The results revealed that teacher candidates have a positive attitude towards the teaching profession and teaching competencies at high levels. In addition, it was found that teacher candidates' positive attitude correlates significantly with their teaching-learning competencies.
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Adams, Nicholas A., and William R. Holcomb. "Analysis of the Relationship between Anxiety about Mathematics and Performance." Psychological Reports 59, no. 2 (October 1986): 943–48. http://dx.doi.org/10.2466/pr0.1986.59.2.943.
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92 students in an upper level college statistics course were given a number of mathematics anxiety and performance measures. A canonical analysis resulted in one significant canonical factor, labeled Mathematics Efficiency, which explains the relationship between mathematics anxiety and mathematics performance. Variables making the greatest contribution to this high math efficiency factor were mathematics anxiety and attitude toward mathematics. One major implication of these results is that psychologists need to focus on attitude change and anxiety reduction techniques in helping people improve their performance in mathematics. In addition, educators need to design curricula which emphasize the promotion of positive attitudes toward mathematics rather than content alone to facilitate mathematics efficiency.
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Primi, Caterina, Alice Bacherini, Carola Beccari, and Maria Anna Donati. "Assessing math attitude through the Attitude Toward Mathematics Inventory – Short form in introductory statistics course students." Studies in Educational Evaluation 64 (March 2020): 100838. http://dx.doi.org/10.1016/j.stueduc.2020.100838.
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BUCU, ALJON. "ENHANCING THE PROBLEM-SOLVING AND CRITICAL THINKING SKILLS OF STUDENTS USING THE MATHEMATICAL INVESTIGATION APPROACH." Studies In Technology and Education 1, no. 1 (November 20, 2022): 28–36. http://dx.doi.org/10.55687/ste.v1i1.19.
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The interest in understanding what is involved in doing mathematical investigations brought together several researchers and classroom teachers. In this paper, the proponent decided to set up a project to experiment with tasks involving students exploring and investigating mathematical ideas, concepts, and processes. The work includes producing, experimenting, and evaluating such tasks and studying the competencies needed for using them successfully in the mathematics classroom. This study aimed to describe the attitude and performance of the students when exposed to investigative tasks. It is also driven to compare the performance of the control and experimental groups in relation to the implementation of the intervention and to see whether their attitude towards math investigation matters in the students' problem-solving and critical thinking skills.
The findings showed that on the attitudes, the experimental group has a very favorable attitude toward the process of doing the investigation in spite of its complexity particularly in giving proof. The data obtained claimed that the control group did meet the expectations for both tests while the experimental post-test presented a very satisfactory performance indicating that their exposure to investigations taught them to explore and provide absolute mathematical reasoning. A significant difference was found in the performance of the two groups making the experimental group better than the control group as reaffirmed in the effect size of large. Further, students’ attitudes on the implementation of math investigation are described as a predictor of successful problem solving and improving the critical thinking skills of the students.
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Gocheva, Margarita, Nikolay Kasakliev, and Elena Somova. "Mobile Game-Based Math Learning for Primary School." Mathematics and Informatics LXV, no. 6 (December 29, 2022): 574–86. http://dx.doi.org/10.53656/math2022-6-3-mob.
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The paper discusses modern learning approaches in which mobile devices are increasingly used. It presents an experiment to apply mobile game-based learning to primary school students. A suitable learning model has been designed using adaptive, micro lesson, behavioural and game-based approaches. Based on the model, a mobile math educational game was developed to complement traditional classroom learning and be used at home. The mobile game was tested in a real learning environment. A survey was conducted also with the students and teachers, participants in the experiment, which investigated the attitude toward using mobile game – based learning in mathematics in the direction of – practical applicability, motivation, design, accessibility, support and feedback.
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Erickson, Joan J. "To Play or to Learn?" International Journal of Cyber Behavior, Psychology and Learning 5, no. 1 (January 2015): 56–74. http://dx.doi.org/10.4018/ijcbpl.2015010105.
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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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Christian, Colmore, Santosh Ojha, and Berneece Herbert. "Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?" Social Sciences 7, no. 8 (August 7, 2018): 130. http://dx.doi.org/10.3390/socsci7080130.
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The aim of the study was to investigate differences, if any, in environmental attitude, knowledge, experience and participation, between non-math-science (NMS) and math-science (MS) high school students from minority ethnic groups. A 16-item survey instrument was used for data collection. Participants were students at eight high schools in Madison County, Alabama, USA who were enrolled in North Alabama Center for Educational Excellence’s (NACEE’s) 2014 and 2015 summer programs. Eighty-six completed questionnaires were collected, the majority from Black/African-American and Hispanic minority ethnic groups. Pearson’s chi-square test and Spearman rho correlation were applied to assess differences and relationships between the groups. We found high level of positive attitude (NMS [95%] and MS [98%]) towards environmental protection among both groups; however, no statistically significant differences were evident. While both groups had low levels of participation and engagement in environmental protection and outdoor recreation activities, the MS group had comparatively higher participation than the NMS group. The relationship between participation and satisfaction was significantly positive for MS students and significantly negative for NMS students. To increase minority students’ knowledge and participation in pro-environmental activities in the future, Alabama’s Environmental Education Program should emphasize selective activities (e.g., involving students’ families and communities in environmental initiatives, providing opportunities to students to socialize and have fun with nature, and encouraging age-appropriate teaching and learning approaches).
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Guimarães, Amanda Paola Lobo, Vitor Geraldi Haase, and Carmen Beatriz Neufeld. "Cognitive-behavioral intervention for math anxiety in childhood: a case report." Dementia & Neuropsychologia 15, no. 2 (April 2021): 286–90. http://dx.doi.org/10.1590/1980-57642021dn15-020018.
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ABSTRACT Math anxiety (MA) is a feeling of dread, tension and anxiety when dealing with math situations. Avoidance behavior prevents children from learning math, impairing their performance. Cognitive behavioral therapy is an approach with robust evidence of efficacy in treating anxiety disorders. The Coping Cat, a protocol for treating anxiety disorders, inspired the MA intervention reported here. The participant was N. L., an 11-year-old female displaying math-related and math-unrelated anxiety symptoms. Outcome measures included arithmetic performance, and self-reports of general positive and negative affect and math-related self-perceived performance, attitude, unhappiness and anxiety. The therapeutic approach included psychoeducation, relaxation, diaphragmatic breathing, cognitive restructuring, problem-solving training and graded exposure. After 12 individual intervention sessions, there was an improvement in negative and positive affect, as well as an improvement in self-perceived performance and a decrease in MA.
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Brezavšček, Alenka, Janja Jerebic, Gregor Rus, and Anja Žnidaršič. "Factors Influencing Mathematics Achievement of University Students of Social Sciences." Mathematics 8, no. 12 (December 1, 2020): 2134. http://dx.doi.org/10.3390/math8122134.
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The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.
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SUNYONO, Sunyono, Lisa TANIA, and Andrian SAPUTRA. "EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA." Periódico Tchê Química 17, no. 35 (July 20, 2020): 282–92. http://dx.doi.org/10.52571/ptq.v17.n35.2020.25_sunyono_pgs_282_292.pdf.
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STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.
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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." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 47–61. http://dx.doi.org/10.4018/jicte.2010040105.
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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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Nurrahmah, Arfatin, and Rita Ningsih. "Penerapan Permainan Tradisional Berbasis Matematika." Wikrama Parahita : Jurnal Pengabdian Masyarakat 2, no. 2 (November 28, 2018): 43. http://dx.doi.org/10.30656/jpmwp.v2i2.631.
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Mathematics has an important role as aspects of the formation of attitude. Learning mathematics through games traditionally can be used by teachers in carrying out his duty to deliver the material and help the formation of attitudes of the participants his protégé. The activities of this devotion is expected to foster a positive attitude to the students in learning and can change the way the student's point of view towards mathematical subjects. Many traditional games that can be associated with a matter of mathematics. Among them are congkak, engklek, and the bead seats. Through learning with traditional games, students are expected to be more eager to learn math materials. This outreach activity is carried out in SD Negeri Middle 05 Morning located at Jalan Pelita Kingdom RT. 003/RW. 09 Kampung Tengah, East Jakarta. Participants in the activities of the public service this is the teachers and students of SDN 05 Middle morning. The method of implementation of these activities include: observation, documentation, discussion, demonstration, and practice. Activities done with information sharing with teachers of mathematics on alternative delivery and presentation of material that is interesting and fun, one of them using traditional games media-based mathematics. After that describes the media and how to use the Groove provided and any math concepts that fit with the game. In addition to increasing the motivation of children in learning math, the benefits of traditional game among others can develop intellectual intelligence, train motor capabilities, developing emotional intelligence as well as enhance the ability socialize