Take Time for Action: Data Collection: Getting to Know Your Students' Attitudes

1999 ◽  
Vol 4 (6) ◽  
pp. 382-384
Author(s):  
Marilyn E. Strutchens
Keyword(s):  
Data Collection ◽  
Content Knowledge ◽  
Mathematics Instruction ◽  
Attitudes Toward Mathematics ◽  
Mathematical Content Knowledge ◽  
Mathematical Content ◽  
Beliefs About Mathematics ◽  
Students Attitudes ◽  
Affective Issues

DO YOUR STUDENTS LIKE MATHEmatics? Are they confident in their ability to do mathematics? All too often, we focus on ensuring that students develop mathematical content knowledge, paying little attention to such affective issues as students' attitudes toward mathematics and their beliefs about their abilities to do mathematics. Yet instruction affects students' attitudes toward, and beliefs about, mathematics; likewise students' attitudes influence mathematics instruction (McLeod 1992; Reyes 1980). Students should learn to value mathematics and become confident in their ability to do mathematics (NCTM 1989).

scholarly journals Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

2016 ◽  
Vol 41 (2) ◽  
pp. 152-173 ◽  
Author(s):  
Sharyn Livy ◽  
◽  
Colleen Vale ◽  
Sandra Herbert ◽  
◽  
...  
Keyword(s):  
Content Knowledge ◽  
Mathematical Content Knowledge ◽  
Mathematical Content

Effects of Manipulative Materials in Mathematics Instruction

1989 ◽  
Vol 20 (5) ◽  
pp. 498-505 ◽  
Author(s):  
Evelyn J. Sowell
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Meta Analysis ◽  
Attitudes Toward Mathematics ◽  
Instructional Materials ◽  
College Age ◽  
Concrete Materials ◽  
Students Attitudes

Using meta-analysis, the results of 60 studies were combined to determine the effectiveness of mathematics instruction with manipulative materials. Students ranged in age from kindergarteners to college-age adults and studied a variety of mathematics topics. Results showed that mathematics achievement is increased through the long-term use of concrete instructional materials and that students' attitudes toward mathematics are improved when they have instruction with concrete materials provided by teachers knowledgeable about their use. Instruction with pictures and diagrams did not appear to differ in effectiveness from instruction with symbols.

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