Inquiry Strategy, Cognitive Style, and Mathematics Achievement

1977 ◽  
Vol 8 (2) ◽  
pp. 132-143
Author(s):  
Norval C. Scott
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Cognitive Style ◽  
Comparison Group ◽  
Cognitive Test ◽  
Inquiry Method ◽  
And Mathematics ◽  
Inquiry Program

The purposes were 1) to determine what effect a specific inquiry method can have on styles of categorization and mathematics achievement and 2) to discover what relationship might exist between an analytical style and mathematics achievement. Two groups were tested as seniors in high school with the Sigel Cognitive Test. Thirty-nine students had experienced an inquiry program 5 years earlier, and 40 pupils had not received this type of instruction. Results indicated that inquiry-trained students were not only significantly more analytical but better in mathematics than the comparison group. Correlations showed no relationship between analytical style and mathematics achievement.

Student Performance in Mathematics: Should we be Concerned?

2018 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Mary C. Enderson ◽  
Manveer Mann
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Student Performance ◽  
Mathematical Tasks ◽  
College Level ◽  
Act Scores ◽  
Mathematics Courses ◽  
Course Grades ◽  
And Mathematics ◽  
Interdisciplinary Study

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

Anxiety, Cognitive Style, and Mathematics Achievement

1983 ◽  
Vol 109 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Trevor E. Sewell ◽  
Frank H. Farley ◽  
Fay B. Sewell
Keyword(s):  
Mathematics Achievement ◽  
Cognitive Style ◽  
And Mathematics

scholarly journals Profil number sense siswa bergaya kognitif visualizer terhadap makna pecahan desimal

2018 ◽  
Vol 11 (1) ◽  
pp. 20-36
Author(s):  
Wilda Syam Tonra
Keyword(s):  
Mathematics Achievement ◽  
Cognitive Style ◽  
Number Sense ◽  
Number Line ◽  
Mathematics Tests ◽  
Basic Meaning ◽  
Decimal Fractions ◽  
The Subject ◽  
And Mathematics ◽  
Partitions Of Integers

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan profil number sense siswa terhadap makna pecahan desimal. Subjek penelitian adalah satu siswa kelas VII SMP Bhayangkari Kemala I Surabaya dengan kemampuan matematika tinggi dan bergaya kognitif visualizer. Penelitian dimulai dengan menentukan subjek penelitian mengunakan instrumen tes gaya kognitif dan tes kemampuan matematika, kemudian dilanjutkan dengan pemberian tes number sense (TNS). Tahap terakhir adalah melakukan wawancara dengan subjek untuk mengungkap cara berfikir siswa dalam menyelesaikan soal tes number sense serta melihat kesesuaian jawaban dengan alasan yang diberikan. Pengecekan keabsahan data dalam penelitian ini menggunakan triangulasi waktu. Hasil penelitian menunjukkan bahwa number sense yang dimiliki oleh subjek dalam memahami makna dasar pecahan desimal ditunjukkan dengan mempresentasikan pecahan desimal sebagai pecahan biasa, partisi dari bilangan bulat, dan partisi suatu benda. Pemahaman mengenai urutan pecahan desimal ditunjukkan dengan meletakkan pecahan-pecahan desimal pada garis bilangan sesuai urutan yang benar. Pemahaman mengenai sifat kerapatan pecahan desimal ditunjukkan dengan penyimpulan bahwa ada tidak hingga pecahan desimal antara dua pecahan desimal. Jadi, dapat disimpulkan bahwa siswa yang bergaya kognitif visualizer dengan kemampuan matematika tinggi dapat memahami makna pecahan desimal. Kata kunci: Number Sense; Gaya Kognitif; Visualizer; Pecahan Desimal [English]: This qualitative research aimed to describe the profile of student’s number sense toward the meaning of decimal. The research subject was one 7th grade of SMP Bhayangkari Kemala I Surabaya with high mathematics achievement and visualizer cognitive-style. The research began by determining the subject using cognitive-style test instrument and mathematics tests, then followed by the number sense test (TNS). The last stage was interviewing the subject to reveal how the subject think in solving the number sense test and examine the match between the answers and the reasons given. Time triangulation was used to check the validity of data. The research found that the number sense possessed by the subject in understanding the basic meaning of decimal is representing decimal fractions as regular fractions, partitions of integers, and partitions of an object. Understanding of the order of decimal is shown by placing the decimal on the number line in the correct order. Understanding of the nature of the decimal density is denoted by the conclusion that there are infinite decimals between two decimals. Thus, it could be concluded that students with visualizer cognitive-style and high mathematics achievement can understand the meaning of decimal properly. Keywords : Number Sense; Cognitive Style; Visualizer; Decimal

Attitudes, beliefs, and mathematics achievement of German and Japanese high school students

2000 ◽  
Vol 24 (2) ◽  
pp. 190-198 ◽  
Author(s):  
Bruce Randel ◽  
Harold W. Stevenson ◽  
Evelin Witruk
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Achievement ◽  
Poor Performance ◽  
High School Mathematics ◽  
School Students ◽  
Japanese Students ◽  
Attitudes And Practices ◽  
Mathematics Test ◽  
And Mathematics

A total of 1487 eleventh grade students in Leipzig (Germany) and Sendai (Japan) were given a test of basic concepts and operations in high school mathematics and a questionnaire involving beliefs, attitudes, and practices related to mathematics, their own abilities, and their psychological adjustment. Large differences were found between the two countries in the students’ performance. The lower scores of the German students are attributed to three major areas of difference. Compared to Japanese students, German students were less critical of themselves and their academic ability, held lower standards for their performance, and were less likely to attribute excellence in performance to studying. Students in both countries expressed few indications of maladjustment. When differences were found the indices of maladjustment were more common among German than among Japanese students. Boys obtained higher scores on the mathematics test than girls, were more likely to spend more time studying mathematics, and placed more importance on going to college than did girls. The poor performance of the German students appears to be attributable to the same kinds of beliefs and attitudes as those found in prior studies of US students, who also have received low scores on tests of mathematics achievement.

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