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Mathematics performance and the role played by affective and background factors
 Mathematics Education Research Journal
, 2007
"... In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characte ..."
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In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children’s mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with mathematics performance were significant and in the direction as predicted. Moreover, the findings from a logistic regression showed that a combination of these variables was able to appropriately classify students who either were belowaverage or aboveaverage mathematics performers. We pay particular attention to the influence of certain dispositions with respect to mathematics performance and conclude by detailing the implications of the study for teachers and researchers. In the last decade or so there has been increased interest in the role of affective
BY
, 2007
"... Prof. Dr. Sencer Ayata Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science. ..."
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Prof. Dr. Sencer Ayata Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science.
Advisory Committee:
, 2007
"... In presenting this thesis in partial fulfillment of the requirements for an advanced degree at The University of Maine, I agree that the Library shall make it freely available for inspection. I further agree that permission for “fair use ” copying of this thesis for scholarly purposes may be granted ..."
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In presenting this thesis in partial fulfillment of the requirements for an advanced degree at The University of Maine, I agree that the Library shall make it freely available for inspection. I further agree that permission for “fair use ” copying of this thesis for scholarly purposes may be granted by the Librarian. It is understood that any copying or publication of this thesis for financial gain shall not be allowed without my written permission. Signature: Date:
Article in press: Mathematical Thinking and Learning.
"... As mathematics teachers attempt to promote classroom discourse that emphasizes reasoning about mathematical concepts and supports students ’ development of mathematical autonomy, not all students will participate similarly. For the purposes of this research report, I examined how 15 seventhgrade st ..."
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As mathematics teachers attempt to promote classroom discourse that emphasizes reasoning about mathematical concepts and supports students ’ development of mathematical autonomy, not all students will participate similarly. For the purposes of this research report, I examined how 15 seventhgrade students participated during wholeclass discussions in two mathematics classrooms. Additionally, I interpreted the nature of students ’ participation in relation to their beliefs about participating in wholeclass discussions, extending results reported previously (Jansen, 2006) about a wider range of students ’ beliefs and goals in discussionoriented mathematics classrooms. Students who believed mathematics discussions were threatening avoided talking about mathematics conceptually across both classrooms, yet these students participated by talking about mathematics procedurally. Additionally, students ’ beliefs about appropriate behavior during mathematics class appeared to constrain whether they critiqued solutions of their classmates in both classrooms. Results suggest that coordinating analysis of students ’ beliefs and participation, particularly focusing on students who participate outside of typical interaction patterns in a classroom, can provide insights for engaging more students in mathematics classroom discussions.
NGAIYING WONG, CHICHUNG LAM,
"... As a part of a commissioned research to investigate views of various stakeholders on the existing mathematics curriculum in Hong Kong, a questionnaire survey was administered to a random sample of 9,696 primary and secondary students to study their conceptions of mathematics, their attitude toward ..."
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As a part of a commissioned research to investigate views of various stakeholders on the existing mathematics curriculum in Hong Kong, a questionnaire survey was administered to a random sample of 9,696 primary and secondary students to study their conceptions of mathematics, their attitude toward and habits of learning mathematics, and the perceived difficulty level of various mathematics topics. The data collected showed a clear picture of students ’ perception of mathematics learning with regard to categories of interest, preference for understanding, confidence and competence, textbooks, classroom learning and outsideclass learning, and learning habits. It also depicted substantial trends of changing views and attitudes toward mathematics learning across grade levels. Students’ responses to the Conception of Mathematics Scale were consistent with previous studies of a much smaller scale, and demonstrated some specific characteristics of their views of mathematics. This survey has provided useful background information regarding students ’ needs and aspirations in mathematics learning for curriculum planners and frontline teachers in future curriculum reform and implementation.
Acta Scientiae, v.12, n.1, jan./jun. 20108 Windows into Elementary Mathematics: Alternate public images of mathematics and mathematicians
"... Research on students ’ (and teachers’) images of mathematics and mathematicians reveals a number of stereotypical images, most of which are negative. In this paper we present an overview of some these images and stereotypes and consider the questions: (1) how might the image of mathematics and mathe ..."
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Research on students ’ (and teachers’) images of mathematics and mathematicians reveals a number of stereotypical images, most of which are negative. In this paper we present an overview of some these images and stereotypes and consider the questions: (1) how might the image of mathematics and mathematicians be a problem in mathematics education, and (2) what can be done to remedy the situation? Also, we consider an outreach project called Windows into Elementary Mathematics. In this project mathematicians are interviewed about their perspectives on elementary mathematics topics and their interviews are videotaped and are posted online, along with supporting images and interactive content. In this context we consider the questions: (3) what is the Windows project about, and (4) how might it offer an alternate (and perhaps better) image of mathematics and mathematicians? Lastly, we share an example where activities from the project were used in a mathforteachers course.
Beliefs About What Explaining Why Means For A Student In A
"... INTRODUCTION It is frequently observed in mathematics classrooms that when a student is asked to provide the rationale behind a procedure or idea, he/she tends to give a how explanation rather than a why one. For example: a student has to calculate 4 3 x . The student responds correctly and t ..."
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INTRODUCTION It is frequently observed in mathematics classrooms that when a student is asked to provide the rationale behind a procedure or idea, he/she tends to give a how explanation rather than a why one. For example: a student has to calculate 4 3 x . The student responds correctly and then, he/she is asked to explain why 4 3 x equals . A straightforward explanation of the algorithmic rule d b c a d c b a x x = is often obtained, without no reference to why this procedure really works. Nevertheless, it is expected that the student should relate this rule to the learnt visual representation (see figure 1) which usually provides a simple explanation for younger children. Figure 1. Visual representation of 5 4 3 Addressing this situation can be viewed as a problem of cognitive demands (i.e. "can students make or evaluate logical arguments?") on children. However, another whysituation, in a different context, casts some doubt on this interpretation. For exam
Approved by
, 2012
"... studies some matrix results and gives their generalizations in the context of semisimple Lie groups. The adjoint orbit is the primary object in our study. The dissertation consists of four chapters. Chapter 1 is a brief introduction about the interplay between matrix theory and Lie theory. In Chapte ..."
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studies some matrix results and gives their generalizations in the context of semisimple Lie groups. The adjoint orbit is the primary object in our study. The dissertation consists of four chapters. Chapter 1 is a brief introduction about the interplay between matrix theory and Lie theory. In Chapter 2 we introduce some structure theory of semisimple Lie groups and Lie algebras. It involves the root space decompositions for complex and real semisimple Lie algebras, Cartan decomposition and Iwasawa decomposition for real semisimple Lie algebras and Lie groups. They play significant roles in our generalizations. In Chapter 3 we introduce a famous problem on Hermitian matrices proposed by H. Weyl in 1912, which has been completely solved. Motivated by a recent paper of Li et al. [34] we consider a generalized problem in the context of semisimple as well as reductive Lie groups. We give the gradient flow of a function corresponding to the generalized problem. This provides a unified approach to deriving several results in [34]. Chapter 4 is essentially a brief survey on some generalized numerical ranges associated
TAUGHT USING TRADITIONAL VERSUS REFORM CURRICULA IN RURAL MAINE HIGH SCHOOLS By
, 2007
"... degree at The University of Maine, I agree that the Library shall make it freely available for inspection. I further agree that permission for “fair use ” copying of this thesis for scholarly purposes may be granted by the Librarian. It is understood that any copying or publication of this thesis fo ..."
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degree at The University of Maine, I agree that the Library shall make it freely available for inspection. I further agree that permission for “fair use ” copying of this thesis for scholarly purposes may be granted by the Librarian. It is understood that any copying or publication of this thesis for financial gain shall not be allowed without my written permission. Signature: