Artikel : Mathematics and Attitude

Para pengunjung, dan khususnya Ibu Tina di Pascasarjana Pendidikan Matematika Universitas Negeri Semarang, yang sedang mencari artikel dengan topik ini. Ada beberapa artikel (yang bisa saya bantu mendapatkan) dengan abstrak sbb:

AFFECT TOWARDS MATHEMATICS; NARRATIVES WITH ATTITUDE
Markku S. Hannula
University of Turku, Department of Teacher Education

Abstract
This article will combine three different approaches used by the author before. One case study will be analysed from the point of view of different aspects of attitude influencing the student’s behaviour (Hannula 2002a; 2002c), and, at the same time, from the point of view of students’ goal regulation in the situation (Hannula, 2002b; In print). With fiction writing techniques, an effort is made to make it possible for the reader to immerse into the inner worlds of the students and into the feelings they experienced (Hannula,2003).

ATTITUDES TOWARDS MATHEMATICS, SELF-EFFICACY
AND ACHIEVEMENT IN PROBLEM-SOLVING
*Maria Nicolaidou and **George Philippou
*Post-graduate student, **Professor, University of Cyprus

The aim of this study was to explore relationships between students’ attitudes towards Mathematics, self-efficacy beliefs in problem-solving and achievement. The possibility of attitudes and selfefficacy to predict problem-solving performance was also examined. Attitude and efficacy scales were completed by 238 fifth-grade pupils. Problem-solving performance was measured by a specially prepared test, including simple and multi-step problems. The analysis of the data indicated significant relationship between attitudes and achievement and a stronger relationship between efficacy and achievement. Attitudes and efficacy were also correlated and both predicted achievement in problem-solving. However, efficacy was a more powerful predictor than attitudes. No gender difference was found in any of the examined variables.

THE ROLE OF AFFECT IN THE RESEARCH ON AFFECT:
THE CASE OF ‘ATTITUDE’
Rosetta Zan – Pietro Di Martino
Dipartimento di Matematica, Pisa, ITALY

Abstract. This communication suggests that one of the motives for the theoretical confusion found in the research on affect is the researchers’ lack of explicitnessregarding some undamental choices, both specific and epistemological: these choices are linked to the researcher’s values and beliefs. The case of research on attitude is presented as an example.

SWEDISH UNIVERSITY ENTRANTS’ EXPERIENCES ABOUT AND
ATTITUDES TOWARDS PROOFS AND PROVING
Kirsti Nordström, Ph.D. student
Department of Mathematics
University of Stockholm

Abstract

About 100 university entrants responded to questions about proofs and proving. The part of the questionnaire, which deals with students’ attitudes, experiences and feelings, as well as their actual proving abilities, was analysed. Almost 50 percent of the students stated that they had had teachers who often proved statements but only about 30 percent of them said that they had had the possibility to exercise proving both orally and in writing. Students’ attitudes to proofs and the learning of proofs were very positive. However, caution must be exercised when interpreting these figures because of the dichotomous nature of the statements. We must also expect the students to be influenced by the mathematics setting in which the questions were
posed. The present survey is the first step of a deeper study to be developed concerning students’ culture of proof in school and in basic university courses in Sweden.

Sumber : European Research in Mathematics Education III :

SELF-CONCEPTUALISED PERCEPTIONS OF ATTITUDE
AND ABILITY AMONG STUDENT TEACHERS
Patricia T. Eaton, Stranmillis University College, Belfast, Northern Ireland
Sonia Kidd, University of Ulster, Coleraine, Northern Ireland

Abstract. This paper reports the preliminary results of a survey examining students’ attitudes to mathematics at the beginning of their initial teacher training programmes. It compares the attitudes of those students in Northern Ireland taking a postgraduate course with those undertaking an undergraduate degree and particularly focuses on their views of their own competence and confidence in mathematics, and their perceptions of how those views have been informed. It also analyses the emotional response of the students to mathematics.

TRYING TO CHANGE ATTITUDE TOWARDS MATHS:
A ONE-YEAR EXPERIMENTATION1
Pietro Di Martino, Università di Pisa
Maria Mellone, Università di Napoli

Abstract. According to modern trends of research in mathematics education, attitude towards mathematics is a very important construct to interpret students’ behaviour. In this paper we present a one-year experiment carried out in a 12th grade classroom in Naples (Italy) aimed at changing students’ attitude towards mathematics (the classroom was characterized by low interest in mathematics). We will describe the steps of the research experiment and then describe and comment upon the obtained results.

TEACHERS’ USE OF THE CONSTRUCT ‘ATTITUDE’
PRELIMINARY RESEARCH FINDINGS1
Maria Polo, Università di Cagliari, Italy
Rosetta Zan, Università di Pisa, Italy

Abstract: The paper illustrates the preliminary findings of an Italian Project about attitude. The Project, aimed at investigating the phenomenon of negative attitude toward mathematics, entails various activities, focussed on purely theoretical aspects, such as the very definition of the construct, or on investigations involving students, teachers, mathematicians. Here the findings of a study are presented, which investigates teachers’ use of the attitude construct in their practice. These findings suggest that most teachers refer to a multidimensional idea of attitude, not reducing attitude to a simple general emotional disposition toward mathematics, and that the teacher’s diagnosis of a student’s negative attitude is the final step of a process through which the teacher acknowledges the student’ failure, rather than the starting point for a focussed
didactical action.

A STRUCTURAL STUDY OF FUTURE TEACHERS’ ATTITUDES
TOWARDS STATISTICS
Carmen Batanero, Universidad de Granada, Spain
Assumpta Estrada, Universidad de Lérida, Spain
Carmen Díaz, Universidad de Granada, Spain
Jose M. Fortuny, Universidad Autónoma de Barcelona, Spain

Abstract: We analyse the main components of 367 future teachers’ attitudes towards statistics through their responses to the Survey of Attitudes Toward Statistics (SATS) scale. Analysis of components correlations and factor analysis serve to describe the relationships among main components of teachers’ attitudes and compare with previous research. Our results suggest that the four components (difficulty, value, affective and cognitive factors) described by the SATS authors might not appear clearly separated in future teachers. Relationships with other variable are also explored.

Sumber: European Research in Mathematics Education IV

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