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Relevant bibliographies by topics / Math attitude

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Dissertations / Theses

Academic literature on the topic 'Math attitude'

Author: Grafiati

Published: 1 April 2023

Last updated: 18 June 2025

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Dissertations / Theses on the topic "Math attitude"

1

Jackson, Sarah Marie. "Assessment of Implicit Attitudes Toward Women Faculty in Science, Technology, Engineering, and Math." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324269233.

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2

Schenkel, Benjamin D. "THE IMPACT OF AN ATTITUDE TOWARD MATHEMATICS ON MATHEMATICS PERFORMANCE." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241710279.

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3

Martin, Rosalie Marie. "Math Attitudes of Gifted Students: A Focus on Gifted Girls in the Elementary Grades." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29800.

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This study explored the math attitudes of gifted students in grades three, four, five, and six participating in an accelerated math program with a focus on gifted girls in the elementary grades. Eight of the nine domains of the Fennema-Sherman Mathematics Attitudes Scale (MAS) were used to survey the math attitudes of 267 gifted boys and girls, in grades three through six. The domains explored the math attitudes of students within the following areas; attitude towards success, mother's attitude, father's attitude, anxiety, motivation, usefulness, teacher's attitude, and confidence. This study includes research involving gifted education; math attitudes, and educational applications of Bandura's social learning theory. Survey responses were used to compile descriptive and inferential statistics. Using the Statistical Package for the Social Sciences (SPSS) and a predetermined alpha level of .05, a multivariate analysis of variance (MANOVA) compared the groups within the domain clusters. Data analysis yielded two significant main effects in anxiety (.002) and motivation (.008). Anxiety emerged as the most significant finding of the study. Girls revealed more negative math attitudes compared to the boys at all grade levels. Interaction in motivation between fourth and sixth grade and fifth and sixth grade were significant at the.05 level. The results of this study may be used as a vehicle or catalyst for the implementation of a school or district wide training program for teachers of gifted students. These results could be used to spawn discussions with guidance counselors and others investigating the emotional and academic implications of accelerated math programs.<br>Ed. D.

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4

He, Huihua. "Adolescents' perception of parental and peer mathematics anxiety and attitude toward mathematics : a comparative study of European-American and Mainland-Chinese students /." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/h_he_042407.pdf.

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5

Listerman, Kelsey E. "Examining the Impact of Play on the Multiplication Fluency of Third Graders." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552668939543415.

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6

Bassette, Lorraine Pratt. "An assessment of the attitudes and outcomes of students enrolled in developmental basic mathematics classes at Prince George's community college." Diss., [Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2004. http://scholar.lib.vt.edu/theses/available/etd-01072005-164605.

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7

Zollinger, Steven Ray. "The Impact of an Online, Mastery, and Project-Based Developmental Math Curriculum on Student Achievement and Attitude." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4120.

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Due to anxiety, low confidence, and inadequate content knowledge, many college students struggle to complete their developmental math coursework. As colleges redesign their programs to address these issues, careful research is imperative to determine the factors that best meet the needs of these struggling students. The purpose of this study was to analyze the impact of one college's redesigned program (integrating online, mastery, and project-based learning) compared with the traditional program. Using Weiner's attribution theory of achievement motivation and emotion as a guide, this mixed methods case study used a quasi-experimental nonequivalent control group design in conjunction with a qualitative examination of student interviews. The study used archived quantitative data and interview data from community college students in the Western United States. The quantitative data was analyzed using multiple regression, and a thematic analysis was used for the interview data. The results indicated that students in traditional courses achieved higher final exam scores than those in the revised courses. However, the revised and traditional math students did not exhibit significantly different attitudes toward math. Some of the key factors that directly impacted student success included the availability of student support services, student collaboration, and self-concept and motivation. Based on these results, the participating college and similar colleges will be able to make more informed decisions to improve the efficacy of their developmental math programs. These revisions will then help to improve student attitude and success in mathematics, will motivate students to persist in their education, and will better equip students to positively contribute to their future communities and workplaces.

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8

Mammana, Maria Flavia, and Mario Pennisi. "A class practice to improve student’s attitude towards mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80613.

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For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium classes of some high schools and has obtained very good results.

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9

Luke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.

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The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.

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10

Mejri, Sami B. "Will the Use of My Math Lab Influence the Students’ Attitude toward Mathematics, Course Completion, and Content Comprehension of Basic College Mathematics?" University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309387276.

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