Effects of attitudes and beliefs on mathematics achievement

Papanastasiou, Constantinos

doi:10.1016/s0191-491x(00)00004-3

Cited by 89 publications

(73 citation statements)

References 16 publications

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“…Student attitude which is one of variables related to student's mathematics learning have recently received increasing attention. Students' attitudes toward mathematics are reported to affect their ability to learn it, and even influence their mathematical achievement [2] [3] [4] [5] [6]. To find factors related to positive attitudes will contribute to the improvement of students' academic learning.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning

Lin¹

2017

IJSTS

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Abstract:Teachers with an understanding of what and how their teaching influence students' learning are better able to adapt their teaching in the class. The purpose of this study is to investigate the relationship between teacher charisma and student attitude towards calculus. There are 1,150 Taiwanese undergraduates participated the research and two instruments, Attitude Toward Calculus Inventory (ATCI) and Inventory of Teaching Charisma in the College Classroom (ITCCC), were used to assess the participants' attitudes toward calculus and the perception about their teacher charisma. After collection of data, analyses including descriptive statistics, t test, correlation analysis, and multiple linear regression analysis were performed in SPSS. The study concludes that there are differences between the attitude levels of students by gender; male students report more positive attitudes than females on calculus. Moreover, students' perceptions of the teacher's charisma were found to contribute significantly to the predictor equation for students' attitude towards calculus.

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Section: Introductionmentioning

confidence: 99%

The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning

Lin¹

2017

IJSTS

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“…Some of these may be a result of structural problems in our education system such as subjects not being offered in some schools (Smyth and Hannan, 2006) and insufficient class time (Prendergast and O'Meara, 2016). However there is also evidence to suggest that many of these problems may be a result of negative student attitudes towards STEM subjects (Osborne et al, 2003;Papanastasiou, 2000).…”

Section: Concerns Regarding Stem Educationmentioning

confidence: 99%

Trinity Walton Club: What is its Potential for Promoting Interest in STEM?

Prendergast

Murphy

O’Neill

et al. 2018

European Journal of STEM Education

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Concerns are growing in many countries, including Ireland, regarding an inadequate number of graduates to meet workforce needs in science, technology, engineering and mathematics (STEM) fields. These graduate deficiencies are the result of low student uptake of STEM subjects and courses at post-primary and tertiary level education. Low uptake is partly a consequence of negative student attitudes towards STEM. Many students are losing interest in STEM at an early age due to an inability to see any relevance in their everyday lives. In light of such concerns, a Saturday afternoon club entitled "Trinity Walton Club" (TWC) was established in Trinity College Dublin with the purpose of uniting like-minded students to express, shape, inform and grow their interest in STEM. This club attempted to 'bring STEM to life' through thought provoking content, real world problems, contextualised analogies and projects. This paper describes the background to the TWC, reviews the literature around promoting student interest in STEM and examines initial feedback from participants in the pilot year of the club. The findings of this preliminary study indicate that the TWC has the potential to promote interest in STEM. Many of the recommendations from the literature review about promoting interest in STEM were referred to by participants in their responses.

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“…The Third International Mathematics and Science Study (TIMSS) represents the largest, most comprehensive and most ambitious international comparison study yet conducted (Martin et al 2000;Papanastasiou, 2000). The study provides the participating countries with a solid basis for examining their students' performance from an international perspective.…”

Section: Introductionmentioning

confidence: 99%

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.¹

2006

EURASIA J MATH SCI T

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Effects of attitudes and beliefs on mathematics achievement

Cited by 89 publications

References 16 publications

The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning

The Effect of Teacher Charisma on Student Attitude Towards Calculus Learning

Trinity Walton Club: What is its Potential for Promoting Interest in STEM?

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