The Effects of a Project-based Course on Students’ Attitudes Toward Mathematics And Students’ Achievement at a Two-year College

Abstract

IntroductionMathematics anxiety is phenomenon that blocks students from learning mathematics. Mark Ashcraft defines math anxiety as a feeling of tension, apprehension, or fear that interferes with math (Ashcraft, 2002). Extended mathematics anxiety can contribute to the development of negative attitude toward the subject. On the other hand, some researchers used mathematics anxiety as part of their instrument to measure attitudes toward mathematics (Tapia, 1996). Thus, Mathematics anxiety and attitude toward mathematics can be interrelated, both having implications in teaching and learning mathematics. Anxious individuals will avoid subjects, courses, and careers that involve mathematics. Such avoidance can limit students' opportunities and career pathways. For this reason, Hoffer reported that attitudes change rapidly and must be studied more intensely (Hoffer, 1993). Moreover, many professional associations for mathematics have emphasized the need to improve students' attitudes toward mathematics.Howson and Wilson suggested that mathematics courses must offer materials that are personally engaging and useful, or motivating in some ways (Howson & Wilson, 1986). Additionally, implementing real-life applications in class has been proven to be effective to improve students' attitudes toward mathematics (Wade, 2013). At the University of Cincinnati, Foundations of Quantitative Reasoning, project-based course, was designed in 2012 to teach students to better understand the mathematics used in their daily lives and to use mathematics effectively to make better decisions every day. Contents are organized, with engaging coverage in sections like Taking Control of Your Finances and full chapter about Mathematics and the Arts. After taking the course, students are expected to recognize that mathematics is important and relevant to their lives. This new course serves non-STEM majors to fulfill their mathematics requirements. While Foundations of Quantitative Reasoning contains heavy load of applications, it has similar Student Learning Outcomes regarding mathematical concepts that are also covered in College Algebra. Both courses are college level; however, College Algebra falls in slightly higher level because the prerequisite for College Algebra is minimum score of 430 from the Math Placement Test while the prerequisite for Foundations of Quantitative Reasoning is minimum score of 420 from the same test.Related LiteratureStudents' attitudes toward mathematics have been studied for at least the last forty years (Neale, 1969; Aiken, 1976; Ma & Kishor, 1997; Alkhateeb & Mji, 2005; Hemmings & Kay, 2010). Several researchers reported negative correlation between mathematics anxiety and low performance in mathematics, and negative attitudes towards mathematics (Fennema, 1977; Fennema & Shermon, 1977; Richardson & Suinn, 1972; Tobias & Weissbrod, 1980). Belbase discussed that perceptions of mathematics can have possible impacts on learning with the subsequent development of attitudes toward mathematics and associated mathematics anxiety (Belbase, 2013). In addition, negative attitudes toward mathematics often lead to poor engagement causing students to fail the course (Mayes, Chase, & Walker, 2008). There is also correlation between attitudes toward mathematics and withdrawal rates from mathematics courses (Ma & Willms, 1999). There is some evidence showing that students' positive attitudes toward mathematics have positive impacts on students' achievement in college statistics and mathematics courses (House, 1995; Evans, 2007). The effect of the emporium teaching approach on students' attitudes toward mathematics and students' achievement is positive (Bishop, 2010). In particular, there is another study of the effectiveness of implementing real-life applications in class to improve students' attitudes toward mathematics in college mathematics courses (Hodges & Kim, 2013). …