Mathematics Attitudes Research Articles

The Effect of EBA (Educational Informatics Network) Supported Mathematics Teaching on Student Achievement and Attitude in 5th Grade Natural Numbers and Operations Unit

Instead of memorizing some rules, students can learn mathematics by structuring mathematical concepts and relations themselves in a social environment. In this study, it was aimed to examine the effect of 5th -grade students' mathematics teaching through teaching with EBA activities (lectures, exercises, scanning tests) on natural numbers, natural numbers, and operations on success and attitude in mathematics class. The experimental method was used in this research. A total of 138 fifth grade students, 72 experimental and 66 control group, participated in the study in a secondary school affiliated to a city center in the South East Anatolia region. The mathematics attitude scale and the mathematics achievement test developed by the researchers were used to collect data. There is no difference between the groups according to the mathematics pre-attitude scale. While the students in the control group were teaching by presentation, the experiment group was taught with EBA activities. The multiple-choice achievement test attitude scale related to the unit was applied before and after the application in the study, which lasted 38 lesson hours. The data obtained from the success test were evaluated using 3 X 2 repeated measures analysis of variance (ANOVA). The data obtained were analyzed with the SPSS 20.0 package program. Kolmogorov-Smirnov Z Test, Levene Test, and independent-sample t-test were used in the analysis of the data. At the end of the study, a significant difference in favor of the experimental group was found between the mathematics success and mathematics attitude posttest scores of the experimental group taught with EBA activities and the control group (t = 6.437; p = 0.013, <0.05). Keywords: Teaching mathematics, EBA, 5th-grade students DOI: 10.7176/JSTR/6-11-08

The effect experiential learning model based concrete-pictorial-abstract (EL-CPA) on mathematics attitude of deaf students

Mathematical attitude is a psychological response that arises when students interact in learning mathematics in school. For deaf students, attitudes towards mathematics have an important role in their success in learning mathematics. Deaf students are students who have hearing loss and verbal communication. The experts revealed that the visual potential of deaf students is a potential that can be utilized in mathematics learning activities. One learning model that utilizes the visual potential of deaf students is the EL-CPA model. The research aims to determine the effect of the application of the EL-CPA model on the mathematical attitudes of deaf students in Special Schools. This research is a quasi-experimental study with a sample of 20 deaf students. The sample was chosen randomly from 10 Special Schools in the city of Bogor. Data were analyzed using non-parametric statistics through binomial tests. The results of this study indicate that there is an effect of the EL-CPA model on the mathematical attitudes of deaf students with a Sig value of 0.024. Therefore, researchers recommend applying the EL-CPA learning model for deaf students in special schools.

A Comparative Study on the Constructive Beliefs and Mathematical Attitudes about Mathematics Pedagogical Content Knowledge of Korean and Chinese Early Childhood Teachers

A Comparative Study on the Constructive Beliefs and Mathematical Attitudes about Mathematics Pedagogical Content Knowledge of Korean and Chinese Early Childhood Teachers

Integrating novel engineering strategies into STEM education: APP design and an assessment of engineering‐related attitudes

AbstractScience, technology, engineering, and mathematics (STEM) education has become an international priority. STEM education provides students with interdisciplinary knowledge and promotes the cultivation of high‐level skills. However, STEM training opportunities for teachers are rare, which results in fewer opportunities for primary and secondary students to receive high‐quality engineering education. Novel Engineering is an innovative strategy to integrate engineering and literacy in STEM education. To this end, the researchers developed, implemented and evaluated a novel engineering STEM software program based on the story of Robinson Crusoe. A quasi‐experimental single‐group pre‐ and posttest research method was adopted. A total of 72 students in two seventh grade classes at a junior middle school in Shanghai participated in the study. Data were collected and analysed through STEM learning interest scales, flow status scales, interviews and students’ STEM work scores. The research findings demonstrated that students gave a high evaluation of the novel engineering STEM software program. Furthermore, this STEM software program contributed to students’ significant improvements in the attitudes of mathematics and 21st century skill and provided students with a lasting and better flow experience. Finally, suggestions were proposed for STEM software design, implementation and evaluation. Practitioner NotesWhat is already known about this topic Novel engineering is an innovative teaching strategy to integrate literacy and engineering in K12 education. Students can take classroom literature from the existing curriculum, like stories, novels and textbook to use the basis for engineering design challenges. Through this approach, they learn to identify problems, to design realistic solutions, and to engage in the Engineering Design Process, all while reinforcing their STEM literacy. Teamwork, short‐term projects and problem‐based learning benefits students' STEM learning. What this paper adds This paper uses a STEM APP as the scaffolding to integrate STEM instruction and novel engineering. This paper investigates students' usage status from interest, flow state, interview and other dimensions. Software design is problem‐driven, team‐driven, responsibility assigned to work together on a short‐term task. Implications for practice and/or policy This paper develops STEM software based on novel engineering to provide ideas for other developers. This paper provides advice to practitioners of similar STEM programs. STEM software of novel engineering is verified as one kind of learning scaffolding.

The Effects of the Mathematics Room Escape Program on Middle School Students’ Interest and Attitude in Learning Mathematics

The purpose of the study is to find out whether Mathematics experience activities that students enjoy affect their interest and attitude in learning Mathematics. To this end, the research problem was established: How does the Mathematics Room Escape Program affect students’ interest and attitude in learning Mathematics? In this study, we developed the Program, and let students in A middle school experience it. Participants filled out an application and pre-questionnaire at first, after experiencing the program, they completed their review and past-questionaaire. As comparing pre- and past- questionnaire, student responses were classified using an assessment framework and analyzing the contents of what they reported about their interest in and attitude towards learning Mathematics. As a result of this study, the following conclusions were drawn: Learning Mathematics through activities using the room escape game resulted in positive changes in the affective domain, including students’ interest in and attitude towards learning Mathematics.

Investigation of Experimental Abstraction Processes for Slope Concept According to Students’ Attitude, Anxiety, Motivation and Self Efficacy Perceptions towards Mathematics

The aim of this study is to investigate the experimental abstraction processes of 7th grade students in relation to the variables of attitude, anxiety, self-efficacy and motivation towards mathematics. This is a mixed method correlational study using a sequential explanatory design with two distinct stages. The study group consist of 91 students attending public schools in Ordu city center who were selected by using criterion sampling technique. The data collection tools used in the study are Abstraction Test (AT) which was developed by the researchers and consisting of 8 open ended, gap filling and multiple choice questions, Clinical Interview Processes conducted with the students, Mathematics Attitude Scale developed by Duatepe and Çilesiz (1999), Math Anxiety Scale developed by Erol (1989), Mathematical Self-Efficacy Scale developed by Umay (2001) and Mathematics Motivation Scale developed by Githua and Mwangi (2003)- adapted to Turkish by Ayan (2014). In the analysis of the qualitative data obtained from the study, Action Sequence formed by the researchers and the Clinical Interviews conducted with students were used while Pearson-Correlation analysis techniques were used for the analysis of the quantitative data of the study. As a result of the study, it was seen that students generally do not perform well in the process of knowledge construction and they have misconceptions about the concept of slope. In addition, a significant positive relationship was found between students' knowledge construction processes and attitude-self-efficacy scores towards mathematics, while a significant negative relationship was found between knowledge construction processes and anxiety levels. In the light of the results obtained from the study, some suggestions were made for the literature and teaching environments.

Attitude of Nigerian Primary School Students toward Mathematics Subject

Attitude is an affective variable that can affect the academic life of students significantly. In Nigeria, attitude in mathematics is among the factors influencing performance in math’s subject, especially among primary school students. The study aimed at identifying factors that indicate the student’s negative attitude in math’s subject, the population of the study is 1,626 from 6 selected primary schools in Nasarawa Local Government Area Kano, Nigeria. A sample of 384 respondents was selected using the Krejcie and Morgan table. A Mathematics Attitude Questionnaire (MAQ) was completed by the respondents which measure the students affect, behavior and cognitive aspects, all the data collected were analyzed using the statistical package for social science (SPSS). The results show the respondents are experiencing a negative attitude in math’s subject and it is recommended that parents and teachers are required to provide some supportive measures for changing the student's attitude. If a negative attitude among students is not addressed, the career of students will be very limited and their math’s performance will be relatively poor as well

Attitudes of mathematics teachers towards the use of technological tools in intermediate schools in Saudi Arabia

The study aimed to increase understanding of the attitudes of mathematics teachers in intermediate schools towards the use of technological tools in Saudi Arabia in the Hafr Al-Batin province. To achieve the aims of the study, the researchers used a 19-item questionnaire, and its reliability and validity were verified. The sample was 73 male and female mathematics teachers; the study found that the attitudes of mathematics teachers towards the use of technological tools are positive. Finally, the study presented some recommendations: having specialists in the fields of technology and the Internet to help teachers to use technological tools was considered necessary, as well as providing each school with appropriate technological tools, and providing teachers with training courses regarding how to effectively use various technological tools.

Development Content and Online Discussion Strategy in Blended Learning to Improve Student Mathematical Learning Outcomes

Content and strategies online discussion have an important role in blended learning, but the content and strategies currently implemented have not been able to contribute optimally. This study aims to identify the characteristics of content and the application of online discussion strategy and describe their quality in terms of validity, practicality, and effectiveness as means to improve students mathematics learning outcomes. This research is a developmental research with Design Based Research approach. The subject of this research were students of VIII SMP Negeri 1 Mengwi in academic year 2018/2019. Learning outcomes data collected in the form of data understanding students’ mathematical concepts and student attitudes in learning mathematics. The data were analyzed descriptively. This research produce blended learning content that meets valid, practical and effective criteria. The content has the following characteristics : 1) Text, containing a summary of the material and focuses on the ability of students to construct their own knowledge. 2) Interactive media, being able to actively involve students in learning abstract concepts with the helping of illustrations and visualization. 3)Video links, helping students improve their mathematical skills such as the ability to decrease formulas. 4) Exercises, containing variations in the types of questions and giving students instant feedback. This research also resulted in effective online discussion strategy with the following steps : seting goals for online discussion, preparing role for online discussion, preparing content that facilitates students to learn independently, motivating students to have the confidence to hold discussions, involving teachers to moderate discussions, implementing reward and punishment by giving points and additional tasks respectively to increase positive competitiveness, evaluating by giving online quizzes. Learning outcomes obtained by students have increased, 79.70 in first try out and 82.76 in second try out. Thus, it can be concluded that the quality of content and online discussion strategy have an important role in improving student mathematics learning outcomes.

The Effects of the Horticulture-Mathematics Integration Program on Mathematical Attitude and Money Calculating Ability of Students with Intellectual Disabilities

The Effects of the Horticulture-Mathematics Integration Program on Mathematical Attitude and Money Calculating Ability of Students with Intellectual Disabilities

The Influence of Mathematics Attitude on Academic Achievement: Intermediary Role of Mathematics Learning Engagement

Matematika adalah salah satu pelajaran paling penting di Sekolah Menengah Pertama. Sikap dan keterlibatan siswa dalam pembelajaran matematika akan memengaruhi kebiasaan belajar matematika yang baik, dan selanjutnya mempengaruhi hasil belajar matematika mereka. Metode pada penelitian menggunakan metode quantitative regresi. Dalam studi ini, 317 siswa dari SMP no. 3 Guangxi, Yulin. diuji pada keterlibatan belajar matematika, sikap dan nilai hasil belajar mereka. Hubungan antara sikap matematika siswa dan hasil belajar matematika mereka serta peran keterlibatan belajar matematika dieksplorasi dalam penelitian ini. Hasil penelitian menunjukkan bahwa sikap matematika memiliki dampak positif dan langsung pada hasil belajar matematika siswa dan keterlibatan belajar matematika memainkan peran penting dalam hubungan antara sikap matematika dan kinerja akademik sebagai peran perantara mereka.

Assessing Senior High Student’s Learning Experiences in Mathematics

In this study, the learning experience and its cognitive factors of Mathematics among senior high school students of Visayas State University were investigated using a correlational research approach. A complete enumeration of 222 grade 11 and 12 senior high students in the second semester of school year 2018-2019 were used as the participants of the survey. Using a developed structured questionnaire, a primary data was employed. Results showed that the mathematics attitude of students influence their learning experience and academic performance. Mathematics anxiety has a negative effect on the students learning experience especially for females. However, mathematical resilience locates itself in a positive psychology which addresses mental wellness and makes the students positively perceived that mathematics is interesting even if it is challenging. Also, results revealed that senior high school students are mostly visual learners in mathematics, which implies that students practice visualizing or pictures numbers/equations and other concepts in their mind. Furthermore, it can be gleaned that an academic performance is not just derived from study habits but to their motivation and interest in mathematics

PENGEMBANGAN PERANGKAT PEMBELAJARAN MULTILEVEL DENGAN PENDEKATAN PROBLEM SOLVING UNTUK MENINGKATKAN SIKAP DAN PRESTASI BELAJAR MATEMATIKA PADA MATERI LINGKARAN SISWA MTs. QAMARUL HUDA TAHUN 2019

This study aims to produce mathematical learning tools with a problem-solving approach that is feasible to use to improve students' mathematics learning attitudes and achievement with different abilities in the Circle material. Products consist of syllabus, lesson plans, and multilevel worksheets. Product quality and eligibility refers to Nieveen's validity, practicality, and effectiveness criteria. The development procedure adapted the Borg & Gall development research model and was modified in five stages of development, including the stages: preliminary studies, initial product development, validation, testing, and revision of the final product. Data collection instruments include: validation sheets, teacher assessments, and student opinions, mathematics attitude questionnaires, and pretest-posttest scripts. Data in the form of standard scores were analyzed using norm reference benchmarks. Data in the form of comments and suggestions were analyzed descriptively qualitatively and concluded as material for product revision. Learning outcomes test data were analyzed by benchmark reference assessment. The research resulted in a multilevel mathematics learning tool product with a problem-solving approach that was feasible to use. Product eligibility is based on validation results that classify highly valid products and trial results which show that the product is very practical and effective in improving students' mathematical attitudes and learning achievements.

Conhecimento especializado nos currículos de matemática na concepção dos professores

Apresentamos neste artigo um recorte da tese de doutorado cujo problema é: Quais são os conhecimentos matemáticos, relativos a conceitos, procedimentos e atitudes, considerados fundamentais para construção de uma Base Nacional Comum Curricular (BNCC) na concepção dos professores de Matemática da 27ª Coordenadoria Regional de Educação (CRE) do estado do Rio Grande do Sul? A pesquisa tem como objetivo investigar a concepção dos professores de Matemática quanto aos conhecimentos matemáticos, considerados fundamentais para construção de uma BNCC. A metodologia utilizada, nessa investigação é de base qualitativa. Os dados obtidos são oriundos de entrevistas de pesquisa aplicados aos professores de Matemática da rede municipal de Canoas/RS, realizadas com uma amostra dos participantes da pesquisa. Como resultado da pesquisa destaca-se a constatação dos professores de Matemática, apontando que nas escolas investigadas estão ocorrendo reuniões e discussões sobre a implementação da BNCC, sendo que em 2020 haverá a implantação definitiva da base em todas as escolas que compõem o território nacional brasileiro, sendo públicas ou particulares. Os principais temas considerados fundamentais para os professores foram: Números Naturais: Sistema de numeração decimal, operações, Números Inteiros, potenciação e radiciação, Números Reais, propriedades da igualdade, equações polinomiais do 1º grau, funções, expressões algébricas, semelhança de triângulos, volume de prismas e cilindros e o princípio multiplicativo da contagem.

The Impact of STEM Attitude and Thinking Style on Computational Thinking Determined via Structural Equation Modeling

This study aimed to investigate the relationships among computational thinking (CT) skills, science, technology, engineering and mathematics (STEM) attitude, and thinking styles with the help of structural equation modeling and to determine to what extent the variables of STEM attitude and thinking styles explained CT skills. The study, conducted with relational screening model, included 703 secondary school students. “STEM attitude scale,” “thinking styles scale,” and “computational thinking scale” were used as data collection tools. The data were analyzed by structural equation modeling. Based on the study results, it was concluded that the proposed model was valid and STEM attitude and thinking styles had a significant effect on CT skills. It was found that STEM attitude and thinking styles together explained 43% of CT skills.

Bilgisayar Destekli Matematik Öğretiminin Öğrencilerin Matematik Tutumuna Etkisi: Bir Meta-Analiz Çalışması

Amaç: Bu araştırmada Bilgisayar Destekli Matematik Öğretiminin (BDMÖ)’nün öğrencilerin matematik tutumuna etkisinin incelendiği deneysel çalışmalarda ulaşılan sonuçların meta-analiz yöntemi kullanılarak sentezlenmesi amaçlanmıştır. Yöntem: Araştırmada “Yükseköğretim Kurulu Ulusal Tez Merkezi” veri tabanında yer alan yüksek lisans (YL) ve doktora (DR) tezlerinden araştırmada belirlenen kriterlere uygun 30 deneysel çalışma meta-analize yöntemiyle birleştirilmiştir. Bulgular: BDMÖ’nün matematik tutumu üzerindeki genel etki büyüklüğü değeri rastgele etkiler modeline göre Hedges's g= .539 olarak hesaplanmıştır. BDMÖ’nün matematik tutumu üzerindeki etkisinin; yayın yılı aralığı, uygulama süresi, örneklem büyüklüğü, sınıf düzeyi ve yayın türü değişkenlere göre anlamlı düzeyde farklılık göstermediği belirlenmiştir. Sonuçlar ve Öneriler: Araştırmanın sonucunda hesaplanan genel etki büyüklüğü değeri, Thalheimer ve Cook (2002) tarafından yapılan sınıflandırmaya göre BDMÖ’nün matematik tutumu üzerinde orta düzeyde etkiye sahip olduğunu göstermektedir. Bu sonuç dikkate alınarak, araştırmacılar tarafından BDMÖ’nün öğrencilerin matematik tutumu üzerindeki etkisi; okul türü, öğrenme alanı, cinsiyet, yapıldığı bölge, uygulamayı yapan kişi, kullanılan bilgisayar programı gibi moderatörler açısından da incelenebilir.

The Effect of STEAM-based Coding Classes for Mathematical Prodigies on Math Learning Attitudes

The cognitive achievement on Mathematics of Korean students is excellent, but their affective characteristics such as confidence and interest form the lowest rank. However it is also same to prodigies who seem to be positive for Mathematics studying. For this reason, the Education Ministry is striving to integrate Mathematics with other subjects to recognize the usefulness of Mathematics in order to promote easy and interesting Mathematics education and to enhance a positive attitude toward Mathematics learning. This study want to see how effect STEAM education that is emerging globally to enhance a positive attitude of Mathematics gifted students’ learning. To this purpose, we developed STEAM-based coding class program of 8 times for 2nd grades students. We measured attitude of students toward Mathematics learning through surveys before and after took the program. After analyzed the result, there is statistically significant changes in the formation of positive attitudes in Mathematics learning.

OYUNLA MATEMATİK ÖĞRETİMİNİN 5. SINIF ÖĞRENCİLERİNİN MATEMATİK DERSİNE KARŞI TUTUMLARI ÜZERİNDEKİ ETKİSİNİN İNCELENMESİ

Games that have existed since the beginning of cultures are known to have an important place in children's life. Many psychologists and sociologists have conducted studies on the effect of the concept of play on the development of children, and the results have been shared with the education community. The use of games –that are very important to the individual- as a method in the teaching process has been brought up and games have been used as a method in many lessons. The aim of this study is to examine the effects of games on students' attitudes towards Mathematics course, using the game as a method in the Mathematics lessons Turkish students generally have difficulty. For this purpose, a mixed method was used. Quantitative data were obtained using the semi-experimental “single group pre-test and post-test” model, while qualitative data were obtained using the “semi-structured questionnaire”. The attitude scores of the students regarding the teaching of classical mathematics and mathematics with games were determined by using the “Mathematics Attitude Scale”. This research was carried out on twenty-seven (27) 5th grade students of a private college, which allowed for research and is located in Uskudar District of Istanbul province. For seven (7) weeks, Math topics were taught with a game activity every week, and the Math Attitude Scale was applied again at the end of seven (7) weeks. Whether there is a significant difference between students' Math attitude scores was determined by using Wilcoxon-Signed-Ranking test, which is one of the non-parametric tests. When the results obtained were evaluated, it was observed that the games used in teaching mathematics positively affected the attitudes of students towards mathematics, the opinions of the students obtained through the semi-structured interview questionnaire on teaching mathematics with games were positive in favor of mathematics teaching with games. It can be said that a change of method in the teaching of mathematics subjects, which are currently taught with classical methods, will enable Turkish children to develop positive attitudes towards Mathematics.

Evaluation of Elementary School Fourth Grade Students' Science, Technology, Engineering, Mathematics (STEM) Attitudes in Terms of Various Variables

Günümüz gelişen bilgi dünyasında disiplinler arası çalışmaların önem kazanmasıyla birlikte, öğretim programlarında bu yönde yenilikçi eğitim yaklaşımları benimsenmeye başlanmıştır. Yenilikçi eğitim yaklaşımlarından biri de FeTeMM (STEM) eğitimidir. Türkiye’nin 2011 ve 2015 TIMSS uygulamasındaki performansı matematik ve fen alanındaki yeterlik düzeylerine göre incelendiğinde; matematik ve fen alanında 4. sınıf öğrencilerinin büyük bir çoğunluğunun henüz orta düzey yetenek seviyesine erişemediği görülmektedir. Elde edilen sonuçların değişmesi ve gelecek dönemin ihtiyaç duyduğu bireyleri yetiştirmek için FeTeMM eğitimi önemli bir yere sahiptir. Erken yaşlarda edinilen tutumlarda, önemli yaşantı ve deneyimler yaşanmadığı sürece, tutumun kolay bir şekilde değişmediği dikkate alınırsa özellikle öğrencinin ilk eğitim-öğretim yeri olan ilkokul döneminin, bireyin bir duruma yönelik tutum oluşturmasında oldukça etken bir faktör olduğu düşünülmektedir. Bu bağlamda çalışmanın amacı, ilkokul dördüncü sınıf öğrencilerinin FeTeMM tutum düzeylerini belirlemektir. Araştırmada, ilkokul dördüncü sınıf öğrencilerinin FeTeMM tutum düzeylerinin belirlenmesi amacıyla nicel araştırma desenlerinden betimsel tarama modeli kullanılmıştır. Araştırma 2018-2019 eğitim öğretim yılı bahar döneminde gerçekleştirilmiştir. Araştırmanın çalışma grubunu Türkiye’nin güneyinde yer alan ve orta sosyo-ekonomik düzeydeki devlet okullarında öğrenim gören ilkokul dördüncü sınıf düzeyinden 322 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak STEM Tutum Ölçeği kullanılmıştır. STEM Tutum Ölçeği, Guzey, Harwell ve Moore (2014) tarafından geliştirilmiş ve dilimize Aydın, Saka ve Guzey (2017) tarafından uyarlanmıştır. Verilerin çözümlenmesinde frekans, aritmetik ortalama, standart sapma değerleri ve fark testleri kullanılmıştır. İlkokul dördüncü sınıf öğrencilerinin FeTeMM tutum düzeylerinin araştırıldığı çalışmada, öğrencilerin fen, mühendislik, matematik ve teknolojinin entegre edilerek uygulandığı herhangi bir FeTeMM uygulamasını deneyimlememiş olmalarına rağmen FeTeMM tutumlarının katılıyorum düzeyinde yani iyi seviyede olduğu belirlenmiştir. Öğrencilerin FeTeMM tutumlarının, cinsiyet, okul öncesi eğitim alma, meslek seçimi ve baba eğitim düzeyine göre farklılık göstermediği belirlenirken, anne eğitim düzeyine göre anlamlı farklılık gösterdiği belirlenmiştir.

ATTITUDE OF NIGERIAN PRIMARY SCHOOL STUDENTS TOWARD MATHEMATICS SUBJECT

Attitude is an affective variable that can affect the academic life of students significantly. In Nigeria, attitude in mathematics is among the factors influencing performance in maths subject, especially among primary school students. This study aimed at identifying factors that indicate the student’s negative attitude in maths subject. The population of the study is 1,626 from 6 selected primary schools in Nasarawa Local Government Area of Kano, Nigeria. A sample of 384 respondents were selected using the Krejcie and Morgan table. A Math Attitude questionnaire (MAQ) was completed by the respondents which measure the students affect, behaviour and cognitive aspects. The data collected were analysed using the statistical package for social science (SPSS). The results show that the respondents are experiencing a negative attitude in maths subject. It is recommended that parents and teachers are required to provide some supportive measures for changing the student's attitude. If a negative attitude among students is not addressed, the career of students will be very limited and their maths performance will be relatively poor as well