Improving college students’ attitudes toward mathematics

Hodges, Charles B.; Kim, ChanMin

doi:10.1007/s11528-013-0679-4

Cited by 43 publications

(28 citation statements)

References 18 publications

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“…After the implementation of the new course, students demonstrate positive changes in their attitudes toward mathematics and mathematics achievement when compared to a control group. These results have been consistent in experiences of course re-design based on the implementation of active learning strategies (Freeman et al, 2014;Hodges & Kim, 2013;Love, Hodge, Grandgenett, & Swift, 2014;McGivney-Burelle & Xue, 2013;Strayer, 2012).…”

Section: Literature Reviewsupporting

confidence: 80%

Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics

Turra

Carrasco

González

et al. 2019

Higher Education Pedagogies

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This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students' attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre-and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students' attitudes toward Mathematics, especially in those who come from families with lower economical income.

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Section: Literature Reviewsupporting

confidence: 80%

Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics

Turra

Carrasco

González

et al. 2019

Higher Education Pedagogies

View full text Add to dashboard Cite

show abstract

“…The authors argue that motivational factors like interest, task value, self-efficacy, constitute attitudes. Attitude towards mathematics can interfere with future self-esteem, identity formation and relationship with the utility of this discipline in the profession (Hodges, and Kim, 2013). The beliefs have an influence on the action, motivation and cognitive processes, the latter being related to the anticipation of consequences of actions and results.…”

Section: Mathematics Learning Factorsmentioning

confidence: 99%

Self-efficacy, mathematics’ anxiety and perceived importance: an empirical study with Portuguese engineering students

Alves

Rodrigues

Rocha

et al. 2015

European Journal of Engineering Education

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The accomplishment in mathematics has gained attention from educators and arises as an emerging field of study, including in engineering education.However, in Portugal there is still incipient research in the area so it is high time to explore factors that might enlighten the gap in the study of the relationship between Portuguese engineering students and the learning of mathematics. The main purpose of this study is to explore three factors identified in the literature as influencing the learning of mathematical concepts -self-efficacy, anxiety towards mathematics and perceived importance of mathematics -and search for differences by gender and by type of engineering course, a dimension not much reported in the literature but which revealed important in team´s previous research. Based on a sample of 140 undergraduate students of different engineering courses from University of Minho, results only identify differences in the type of course and not in gender. These results constitute a contribution and open new paths for future research in the engineering education.

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“…The investigation of Hodges and Kim (2013) was directed to explore the adequacy of a treatment intended to enhance College Algebra students toward mathematics. Factually noteworthy outcomes were watched for enhanced mentalities toward mathematics.…”

Section: Significance Of Datamentioning

confidence: 99%

The Use of Mathcad in the Achievement of Education Students in Teaching College Algebra in a University

Etcuban

Campanilla

Horteza

2019

Int Elect J Math Ed

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The utilization of mathematical software offers numerous points of interest to students, which are fundamentals in the teaching-learning process in the four corners of the classroom. The study determined the effects of Mathcad as an instructional and a computational tool in teaching College Algebra to the Education students in the University of Cebu, Philippines. The study utilized a quasi-experimental using a pretest and posttest design method to 58 Education students. They are grouped by means of their final grades in high school mathematics. The study used standardized instruments such as Aiken and Dreger Revised College Algebra Attitude Scale, and Test in College Algebra by John Tobey and Jeffrey Slater. The gathered data were statistically treated using frequency, simple percentage, weighted mean, and z-test. The study revealed that the attitude towards College Algebra does not significantly affect the post-test scores of understudies in the control and test gatherings. It is inferred that instructing with the guide of media innovation isn't constantly feasible in upgrading understudies' learning in Mathematics. The researchers recommend that faculty handling mathematics should incorporate the use of mathematical software such as Mathcad in their course syllabi and the actual teaching practice.

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Improving college students’ attitudes toward mathematics

Cited by 43 publications

References 18 publications

Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics

Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics

Self-efficacy, mathematics’ anxiety and perceived importance: an empirical study with Portuguese engineering students

The Use of Mathcad in the Achievement of Education Students in Teaching College Algebra in a University

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