More than Math: On the Affective Domain in Developmental Mathematics

Guy, G. Michael; Cornick, Jonathan; Beckford, Ian

doi:10.20429/ijsotl.2015.090207

Cited by 20 publications

(17 citation statements)

References 6 publications

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“…Perceptions of high value are associated with the acquisition of new knowledge (Guy, Cornick, & Beckford, 2015). Students who perceive mathematics as useful are more motivated to learn, practice, study, and employ key self-regulatory strategies than students who perceive mathematic as less useful (Cleary & Chen, 2009;Kajamies, Vauras, & Kinnunen, 2010;Villavicencio & Bernardo, 2013;Zimmerman & Schunk, 2008).…”

Section: Perceived Usefulnessmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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. How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels. Learning and Individual Differences, 49,31. AbstractThe relationship between students´ motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement.Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement.The variables in the model explained 21.3% of the variance in mathematics achievement.Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.

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Section: Perceived Usefulnessmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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show abstract

“…In their most recent survey (TIMMS Advanced 2015), it was found out that the students who have taken advanced courses in STEM subjects struggled to reach the TIMMS International Benchmark of Achievement. Furthermore, indeed, student's success in mathematics according to Kunter et al (2013), West et al (2014), Morosanova et al (2016), and Guy et al (2015) is affected by three variables namely: Intelligence (IQ) and cognitive entry skills, quality of instruction, and affective characteristics. Although mathematics is intellectual, much research has recommended that future efforts be directed to find variables that are non-intellective to help account for the remaining variation.…”

Section: Frameworkmentioning

confidence: 99%

Mathematics Performance of Students in a Philippine State University

Guinocor¹,

Almerino²,

Mamites³

et al. 2020

INT ELECT J MATH ED

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Teaching and understanding mathematics is a significant concern in any educational system. Largish efforts are made by various researchers to find out the causes of students' performance in the subject. Despite every one of these endeavors issues still, endure. The researchers used a descriptive-correlational design to gather data through an adopted survey tool for study habits and attitudes. The study was conducted at the Cebu Technological University San Francisco Campus, Cebu, Philippines. The respondents were the 52 Education students who were enrolled in the mathematics program; they answered the survey of study habits and attitudes. The gathered data were treated using frequency, simple percentage, weighted mean, Pearson r, and t-test. It was found out that there is a significant positive high correlation between the study orientations of the students considering their academic performance in terms of their Graded Point Average (GPA) in Mathematics subjects. It was concluded that the study orientations of students differ. The researchers recommend conducting a further study on the effectiveness of the developed research-based study strategies.

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“…The third factor, enjoyment refers to students' enjoyment in doing and learning mathematics (Kupari & Nissinen, 2013). Student's enjoyment influences their behavior or cognitive aspect of attitude (Syyeda, 2016).The last factor, motivation is related to both interest and the desire to learn mathematics (Guy, Cornick & Beckford, 2015). It provides a source of energy that helps the learner to make a continuous effort to sustain an activity.…”

Section: Instrumentationmentioning

confidence: 99%

The Effect of Demographic Variables on Secondary Level Students' Attitude towards Mathematics in Nepal

Kunwar

2020

Researcher: Res. J. Cult. & Soc.

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Student's attitude towards mathematics is a global issue that directly influences the students' achievement in mathematics. The study aimed at investigating the students' attitudes towards mathematics and the effects of demographic variables on their attitude in the selected grade IX Students in Provence No 1, Nepal. The study has adopted a quantitative survey design. A total of 540 grade IX students were selected randomly and the revised attitude scale ATMI of Tapia and Marsh (2004) was adopted to find out their attitudes towards mathematics and the effect of demographic variables. The data were analyzed using mean, standard deviation, and multiple linear regressions. The results of the study showed that the students' attitude towards mathematics is positive. Similarly, the effects of students' attitudes towards mathematics in terms of demographic variables (age, gender, family type, parent's education, parent's occupation, school location, and ecological region) were found low. The attitude of the students at a different age level showed a greater decline in attitudes as the students increase their grade level. However, the results showed that other considerable variables may have more impact on students' attitudes towards mathematics.

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More than Math: On the Affective Domain in Developmental Mathematics

Cited by 20 publications

References 6 publications

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

Mathematics Performance of Students in a Philippine State University

The Effect of Demographic Variables on Secondary Level Students' Attitude towards Mathematics in Nepal

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