scholarly journals Mathematics Test, Numerical Task and Mathematics Course as Determinants of Anxiety toward Math on College Students

2017 ◽  
Vol 6 (2) ◽  
Keyword(s):  
College Students ◽  
Mathematics Test ◽  
And Mathematics ◽  
Mathematics Course

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

2015 ◽  
Vol 29 (1) ◽  
pp. 96-104 ◽  
Author(s):  
Susan Miller Smedema ◽  
Joseph S. Pfaller ◽  
Rana A. Yaghmaian ◽  
Hayley Weaver ◽  
Elizabeth da Silva Cardoso ◽  
...  
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Students With Disabilities ◽  
Functional Disability ◽  
Future Research ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Quantitative Descriptive ◽  
Core Self ◽  
The Impact

Purpose: To examine the mediational effect of core self-evaluations (CSE) on the relationship between functional disability and life satisfaction.Methods: A quantitative descriptive design using multiple regression analysis. The participants were 97 college students with disabilities receiving services through Hunter College’s Minority-Disability Alliance (MIND Alliance) in science, technology, engineering, and mathematics.Results: CSE was a partial mediator between functional disability and life satisfaction. After controlling for CSE, functional disability was no longer a significant predictor of life satisfaction.Conclusions: CSE partially mediated the impact of functional disability on life satisfaction. Future research should explore the development of interventions to increase CSE to reduce the effect of disability and to improve life satisfaction and employment outcomes for individuals with disabilities.

Teaching Mathematics to College Students with Mathematics-Related Learning Disabilities: Report from the Classroom

2005 ◽  
Vol 28 (3) ◽  
pp. 205-220 ◽  
Author(s):  
Mary M. Sullivan
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Action Research ◽  
General Education ◽  
Learning Disability ◽  
Teaching Mathematics ◽  
Making Sense ◽  
Primary Focus ◽  
Mathematics Course

This article reports on action research that took place in one section of a college general education mathematics course in which all three students who were enrolled had diagnosed learning disabilities related to mathematics. The project emerged in response to a question about performance in a mathematics course in which making sense of mathematics would be a primary focus, explaining one's work would be expected, and discourse among members would be a routine occurrence. Implications for teaching similar courses to students who have a mathematics-related learning disability are discussed.

Brief Reports: Affect and Mathematics Achievement of Nontraditional College Students

1990 ◽  
Vol 21 (2) ◽  
pp. 160-165
Author(s):  
John C. Elliott
Keyword(s):  
College Students ◽  
Mathematics Achievement ◽  
Nontraditional Students ◽  
Returning Students ◽  
Nontraditional College Students ◽  
The Past ◽  
Undergraduate Enrollment ◽  
And Mathematics

In the past 20 years, there has been a significant increase in the number of older returning students in the undergraduate population. From 1974 to 1980, the total representation of students at least 25 years old increased from one-fourth to onethird of the undergraduate enrollment (Kasworm, 1980). In this article, these students are referred to as nontraditional students.

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

scholarly journals High School Staff Characteristics and Mathematics Test Results

1999 ◽  
Vol 7 ◽  
pp. 9 ◽  
Author(s):  
Mark Fetler
Keyword(s):  
High School ◽  
Staff Development ◽  
Mathematics Teachers ◽  
Test Scores ◽  
Teacher Experience ◽  
Mathematics Test ◽  
And Mathematics ◽  
Undergraduate Programs ◽  
The Relationship

This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathematics teachers could include staff development, and recruitment incentives. A long-term strategy addressing root causes of the shortage requires more emphasis on mathematics in high school and undergraduate programs.

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