Social Forces Shape Math Attitudes and Performance

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0008$0o1.00 In colleges and universities across the country, prospective and practicing teachers and administrators take courses on planning-curriculum-planning and instructional planning. During the courses, teachers and administrators usually study an objectives-first model of curriculumplanning. This model has four steps. Planners are expected to 1. Formulate objectives 2. Choose appropriate learning activities

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

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

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

With the release of the Programme for International Student Assessment (PISA) 2003 results in late 2004, Finland became the focus of international admiration. Soon after the study’s release, scholars, journalists, and government officials from around the world flocked to the small Nordic nation in search of the “secret” of its educational accomplishment (Asahi News 2002). While Finland enjoyed international acclaim, Japan—the former exemplar of educational excellence—was in the midst of serious soul-searching about its own educational system. The Japanese “academic achievement crisis debate” (gakuryoku teika ronsō) erupted in the late 1990s, generating a national moral panic over declining academic performance (see Takayama 2007). The PISA 2003 results were released at the peak of this controversy, and Japan’s “drop” in ranking in some areas from PISA 2000 to PISA 2003 led many observers to believe that the suspected scholastic crisis had been confirmed (see Takayama 2008c). In the aftermath of the PISA shock, Japanese journalists, scholars, and government officials followed the international trend, traveling to Finland in search of the Finnish secret (Fujita 2005). Meanwhile, various Japanese professional educational associations invited Finnish education scholars and former and incumbent ministers of education to learn from the world’s best education system (Asahi News 2005b; Tanaka 2005b; Kitagawa 2006 In addition, many individuals, organizations, and publishers were quick to capitalize on the “Finnish boom” (Watanabe 2005, 12). Tatsuo Kitagawa, formerly of the Japanese embassy in Helsinki and presently the chairperson of the Finnish Method Promotion Association (Finrando Mesoddo Fukyū Kyōkai) translated a series of literacy textbooks used in Finnish schools, selling more than 100,000 copies (Yomiuri News 2007b). Kitagawa and other experts

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

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

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

The Politics and Economics of Comparison

What Does Globalization Mean for Educational Change? A Comparative Approach

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.

Many studies have indicated that mathematics anxiety is a significant problem for many people and is an important topic for research. Mathematics anxiety is multidimensional. In particular, it is important to distinguish between worry and emotionality components, and between trait and state anxiety. Much research shows a reciprocal relationship between mathematics anxiety and performance adding to the importance of gaining a greater understanding of the factors involved in mathematics anxiety. This paper aims to review some studies of factors that have often been found to be associated with mathematics anxiety: age, gender, and culture, and to consider the evidence for these associations and the further research that should be done. The study involved reviewing a range of papers on the selected topics. In particular, the search terms 'Age differences and mathematics anxiety', 'Gender and mathematics anxiety' and 'Culture and mathematics anxiety' were put into Web of Science; and citations of relevant papers that emerged were also investigated. Most studies suggest that mathematics anxiety increases with age, and that the relationship between mathematics performance and at least some aspects of mathematics anxiety increase with age. Most, though not all, studies, indicate that females experience more mathematics anxiety than males, and some suggest that there are gender differences in the relationship between mathematics anxiety and performance. Most studies show cultural differences in mathematics anxiety, while also suggesting that the relationship between mathematics anxiety and performance is fairly uniform across cultures. Cross-cultural studies in this area are. However, somewhat limited by the fact that culture is usually confounded with nationality. Moreover, there are studies of all these factors that give somewhat conflicting results. More research needs to be done in order to gain clearer answers, especially regarding the ways in which the effect of age, gender and culture interact with one another. The findings so far about the influences of age, gender and culture on mathematics anxiety have already had significant practical implications, but these need much further development.

The Elementary School Journal Volume 83, Number 5 ? 1983 by The University of Chicago. All rights reserved. 0013-5984/83/8305-0002$01.00 Even though most elementary schools devote considerable time to spelling instruction, the public, as well as many professionals, are concerned that schools are not doing an adequate job of teaching spelling (Graham & Miller 1979). Although there are many possible reasons some students have difficulty learning to spell words correctly, unsatisfactory spelling progress may be attributed in part to at least three instructional factors. First, spelling instruction is strongly influenced by commercial materials that form the foundation of most spelling programs. Several investigators, however, have questioned the adequacy of current spelling texts. In a study designed to examine the efficacy of textbook exercises, Cohen (1969) found that spelling books often contained numerous activities that were irrelevant and inappropriate. For example, exercises that called attention to silent letters and inflectional endings were ineffective, while some activities involving phonetic respelling and homophones actually deterred learning. According to an investigation conducted by Graves (1976), many spelling texts contain a large proportion of the exercises that were shown to be of debatable value in the Cohen study. In addition, research by Cronnell and Humes (1980) revealed that spelling books generally offer a minimal amount of instructional practice and rarely require students to generate spelling words in response to their own needs. Spelling skills are also impeded because contemporary classroom instruction usually does not account for the wide range of spelling abilities and achievement appar-