Affective Variables and Mathematics Education

Debate has continued throughout the last decade over the existence and possible causes of differences between males' and females' mathematical skills. Several observations recur as the focus of this controversy. First, adolescent boys have been found to score higher than girls on standardized mathematics achievement tests.' Second, males are more likely than females to engage in a variety of optional activities related to mathematics, from technical hobbies to careers in which math skills play an important role.2 Third, adolescent males typically perform better than their female

Previous articleNext article No AccessAttitudes of Prospective Teachers toward ArithmeticWilbur H. DuttonWilbur H. Dutton Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 52, Number 2Oct., 1951 Article DOIhttps://doi.org/10.1086/459310 Views: 8Total views on this site Citations: 32Citations are reported from Crossref Copyright 1951 The University of ChicagoPDF download Crossref reports the following articles citing this article:Rosetta Zan, Pietro Di Martino Students’ Attitude in Mathematics Education, (Feb 2020): 813–817.https://doi.org/10.1007/978-3-030-15789-0_146Kyoung Whan Choe, Jalisha B. Jenifer, Christopher S. Rozek, Marc G. Berman, Sian L. Beilock Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making, Science Advances 5, no.1111 (Nov 2019).https://doi.org/10.1126/sciadv.aay1062Mairéad Hourigan, Aisling M. Leavy The influence of entry route to teaching on Irish pre-service primary teachers’ attitudes towards mathematics, Journal of Further and Higher Education 43, no.77 (Jan 2018): 869–883.https://doi.org/10.1080/0309877X.2017.1420148Menekşe ESKİCİ, Gökhan ILGAZ Lise Öğrencileri ve Matematik: Tutum, Başarı ve Cinsiyet Işığında, Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi (Feb 2019).https://doi.org/10.18506/anemon.422161Rosetta Zan, Pietro Di Martino Students’ Attitude in Mathematics Education, (Feb 2019): 1–5.https://doi.org/10.1007/978-3-319-77487-9_146-4Gülçin Oflaz CEBİRE YÖNELİK TUTUM ÖLÇEĞİ GELİŞTİRME ÇALIŞMASI, Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (Dec 2018).https://doi.org/10.17218/hititsosbil.444718Aisling Leavy, Mairead Hourigan The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme, International Journal of Mathematical Education in Science and Technology 49, no.55 (Jan 2018): 759–777.https://doi.org/10.1080/0020739X.2017.1418916Aisling Leavy, Mairead Hourigan, Claire Carroll Exploring the Impact of Reform Mathematics on Entry-Level Pre-service Primary Teachers Attitudes Towards Mathematics, International Journal of Science and Mathematics Education 15, no.33 (Nov 2015): 509–526.https://doi.org/10.1007/s10763-015-9699-1Mairéad Hourigan, Aisling M. Leavy, Claire Carroll ‘Come in with an open mind’: changing attitudes towards mathematics in primary teacher education, Educational Research 58, no.33 (Jul 2016): 319–346.https://doi.org/10.1080/00131881.2016.1200340Markku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen, Gerald A. Goldin Attitudes, Beliefs, Motivation, and Identity in Mathematics Education, (Jun 2016): 1–35.https://doi.org/10.1007/978-3-319-32811-9_1Pietro Di Martino, Rosetta Zan The Construct of Attitude in Mathematics Education, (Aug 2014): 51–72.https://doi.org/10.1007/978-3-319-06808-4_3Rosetta Zan, Pietro Di Martino Students’ Attitude in Mathematics Education, (Jul 2014): 572–577.https://doi.org/10.1007/978-94-007-4978-8_146Norma Wynn Harper, C. J. Daane Causes and Reduction of Math Anxiety in Preservice Elementary Teachers, Action in Teacher Education 19, no.44 (Jan 1998): 29–38.https://doi.org/10.1080/01626620.1998.10462889Dorothy R. Bleyer STUDENTS’ ATTITUDES TOWARD MATHEMATICS AND THEIR RELATIONSHIP TO LEARNING IN REQUIRED MATHEMATICS COURSES IN SELECTED POSTSECONDARY INSTITUTIONS, Community Junior College Research Quarterly 4, no.44 (Jul 2006): 331–347.https://doi.org/10.1080/0361697800040403Dennis M. Roberts, Edward W. Bilderback Reliability and Validity of a Statistics Attitude Survey, Educational and Psychological Measurement 40, no.11 (Apr 1980): 235–238.https://doi.org/10.1177/001316448004000138 Grace M. Burton Getting Comfortable with Mathematics, The Elementary School Journal 79, no.33 (Oct 2015): 129–135.https://doi.org/10.1086/461142Hilary L. Schofield, K. B. Start Mathematics Attitudes and Achievement among Student Teachers, Australian Journal of Education 22, no.11 (Mar 1978): 72–82.https://doi.org/10.1177/000494417802200106Ralph D. Norman Sex Differences in Attitudes toward Arithmetic-Mathematics from Early Elementary School to College Levels, The Journal of Psychology 97, no.22 (Jul 2010): 247–256.https://doi.org/10.1080/00223980.1977.9923970Lewis R. Aiken Update on Attitudes and Other Affective Variables in Learning Mathematics, Review of Educational Research 46, no.22 (Jun 2016): 293–311.https://doi.org/10.3102/00346543046002293Seymour Metzner The Elementary Teacher and the Teaching of Arithmetic: A Study in Paradox, School Science and Mathematics 71, no.66 (Jun 1971): 479–482.https://doi.org/10.1111/j.1949-8594.1971.tb08778.xLewis R. Aiken Attitudes Toward Mathematics, Review of Educational Research 40, no.44 (Jun 2016): 551–596.https://doi.org/10.3102/00346543040004551Bonnie H. Litwiller Enrichment: A Method of Changing the Attitudes of Prospective Elementary Teachers Toward Mathematics, School Science and Mathematics 70, no.44 (Apr 1970): 345–350.https://doi.org/10.1111/j.1949-8594.1970.tb08636.xLewis H. Coon Attitude: A Rating Scale for Calculus, The Journal of Educational Research 63, no.44 (Jan 2015): 173–177.https://doi.org/10.1080/00220671.1969.10883972Ralph G. Anttonen A Longitudinal Study in Mathematics Attitude, The Journal of Educational Research 62, no.1010 (Jan 2015): 467–471.https://doi.org/10.1080/00220671.1969.10883904Ingvar Werdelin FACTOR ANALYSES OF QUESTIONNAIRES OF ATTITUDES TOWARDS SCHOOL WORK, Scandinavian Journal of Psychology 9, no.11 (Sep 1968): 117–128.https://doi.org/10.1111/j.1467-9450.1968.tb00524.x Wilbur H. Dutton Another Look at Attitudes of Junior High School Pupils toward Arithmetic, The Elementary School Journal 68, no.55 (Oct 2015): 265–268.https://doi.org/10.1086/460444Wilbur H. Dutton Prospective Elementary School Teachers’ Understanding of Arithmetical Concepts, The Journal of Educational Research 58, no.88 (Dec 2014): 362–365.https://doi.org/10.1080/00220671.1965.10883245J. B. Biggs The Teaching of Mathematics‐‐II ATTITUDES TO ARITHMETIC‐NUMBER ANXIETY, Educational Research 1, no.33 (Jun 1959): 6–21.https://doi.org/10.1080/0013188590010301David Rappaport Preparation of Teachers of Arithmetic, School Science and Mathematics 58, no.88 (Nov 1958): 636–643.https://doi.org/10.1111/j.1949-8594.1958.tb08095.xE Glenadine Gibb, H. Van Engen Chapter II: Mathematics in the Elementary Grades, Review of Educational Research 27, no.44 (Jun 2016): 329–342.https://doi.org/10.3102/00346543027004329Bruce E. Meserve, John A. Schumaker Chapter VI: College Mathematics and Teacher Education, Review of Educational Research 27, no.44 (Jun 2016): 375–390.https://doi.org/10.3102/00346543027004375 A SURVEY OF MATHEMATICAL EDUCATION, ETS Research Bulletin Series 1955, no.22 (Aug 2014): i–165.https://doi.org/10.1002/j.2333-8504.1955.tb00931.x

Change Processes and Strategies at the Local Level

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

The Elementary School Journal Volume 85, Number 3 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8503-0003$01 .00 State policies intended to improve education generally try either to set educational standards or to shape the educational process. Although states also seek to improve education through the allocation of funds, in recent years they have placed more emphasis on regulation-setting standards in the form of tests to be passed or educational procedures to be followed. Some policies are targeted on students; others, on teachers. The policies, of course, also affect schools, school systems, and, in certain cases, schools of education. In this paper, however, we focus on how policies affect the teacher-learner relationship as it occurs in classrooms.

An Experimental Study of Effective Teaching in First-Grade Reading Groups

? 1978 by The University of Chicago. 0013-5984/78/7803-0010$00.88 Pupils who fall behind their classmates academically fall further behind each year they remain in school (1). Part of the explanation for their continuing failure to keep pace with other pupils may lie in the fact that they spend less time on academic tasks than other pupils. The reason for such self-defeating behavior may be the desire to maintain self-esteem. If a pupil expends less effort on schoolwork than the average pupil, any resulting failure may be easier to accept. Pupils who try but fail may conclude that they do not have the ability to succeed. Pupils' involvement in tasks would seem to be a necessary condition for school achievement. If pupils are to master material, they must engage in it and react to it-read, make response. Indeed there are data to suggest that achievement is related to time for learning and opportunity to learn (2, 3). Similarly, there are data to suggest that learning is also positively related to low rates of time lost because of poor management of classrooms, for example, lengthy transitions (4). The major purpose of the present study was to find out whether pupil involvement was different for high, middle, and low achievers. Also, we wanted to find out whether pupils generally were more involved in some subjects than in others and whether certain types of classroom activities were associated with higher or with lower levels of pupil involvement. We selected two different types of schools to find out whether pupils' characteristics affect involvement. School 1

Children's Mathematics Learning: The Struggle to Link Form and Understanding

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.

added by over 1,000 teachers to a survey of teachers' practices. Results of the survey of 3,700 teachers in about 600 schools in Maryland are described in Becker and Epstein (in this issue). The teachers' comments reflect the variation in years of experience and in the number and types of contacts individual teachers have had with parents. Each theme can be viewed from two perspectives-there are potential advantages, but there are also potential problems, with any parent-involvement technique. Teachers' comments reveal their contrasting opinions on the benefits expected from parent assistance at home and on the organizational structures used to conduct parent-involvement activities. Some teachers are very positive about parent involvement; others have been discouraged by their attempts to communicate and work with parents.

Recently the process-product paradigm for research on teaching has undergone revision. Notable among updates to this paradigm are what Doyle (1980) calls the "mediating process paradigm," or what Winne (1981) refers to as the "cognitive mediational paradigm." Both views postulate that teachers do not directly influence student product variables, such as achievement. Rather, teachers influence students by causing them to think and behave in particular ways during teaching. These mediating events, in turn, may lead to changes in outcome variables. Hence, the effects of teaching on learning may be mediated by students' behaviors and cognitive processing during instruction. The cognitive mediational paradigm opens up to question the match between ways researchers hypothesize that learners

The Effects of Single-Sex Schooling on Achievement and Attitudes in Nigeria

School Reform: The District Policy Implications of the Effective Schools Literature

The Elementary School Journal Volume 85, Number 5 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8505-0008$0 1.00 Research on teaching has always been carried out under the assumption that what happens in classrooms influences students' learning. In the heyday of the research guided by the process-product paradigm (Dunkin & Biddle 1974), there were two central determinants of students' learning that teachers could manipulate. One was the teacher's behavior. The second was the

When the societies are worried about their educative process and they consider get it better, they are planning the progress in all their dimensions. There is the importance to set up politics that tend to have a high quality education. Nevertheless, the efforts in the Soledad township are not enough. In the development plan SOLEDAD CONFIABLE 2016-2019, the community indicated as a main problem the low quality education in the township. That is reflected in the performance levels measured by the ISCE. Hence, the investigation ́s objective is to analyze the continuous improvement processes of the educative quality in the successful schools of Soledad township. In other matters, this investigation used the paradigm quali- quantitative with a descriptive design to explain the academic process and the description of the factors that have influenced on this continuous process. With the help of four tools: documentary review rubric, semi-structured interview script and two questionnaires; it was achieved determine the specific practices that are using the principals and teachers to support the improvement of learnings and the integral development of the students.