東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The effects of teaching mathematics ...

Bland, Iris Clark.

FindBook

Google Book

Amazon

博客來

The effects of teaching mathematics strategies and keeping mathematics journals to reduce mathematics anxiety.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of teaching mathematics strategies and keeping mathematics journals to reduce mathematics anxiety./
作者:	Bland, Iris Clark.
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0868.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127732
ISBN:	0496749951

The effects of teaching mathematics strategies and keeping mathematics journals to reduce mathematics anxiety.
Bland, Iris Clark.

The effects of teaching mathematics strategies and keeping mathematics journals to reduce mathematics anxiety. - 135 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0868.

Thesis (Ph.D.)--Walden University, 2004.

This mixed method study examined how different strategies of learning mathematics and keeping a mathematics journal in a remedial mathematics class in a community college affected mathematics anxiety and mathematics learning. Students were administrated validated algebra pre- and posttests and mathematics anxiety pre- and posttests. During a 3-month period students were taught several strategies for learning mathematics. Participants kept journals to write about their attitudes toward mathematics, ask questions about problems they were confused about or were unable to solve, and describe their reactions to the method in which the instruction was presented. The participants had diverse backgrounds, and included recent high school graduates; college dropouts returning to college; and adults attending community college for the first time, several years after secondary school graduation. Although the mean values of mathematics anxiety were lower after the study, there was insufficient evidence to support the hypothesis that there would be a positive change in reducing mathematics anxiety by exposing students to multiple strategies of learning or by journaling. When data were compared to norm values, participants' posttest scores did indicate significantly less math anxiety than the general population. Journal entries suggested students were experiencing a reduction of math anxiety and improving their math competency. The findings led to the following recommendations: (a) To break the cycle of mathematics anxiety, elementary schools teachers who are mathematically anxious should take measures to lessen their own anxiety. (b) Educators should teach several strategies for learning mathematics. (c) Additional studies of journaling in mathematics to alleviate mathematics anxiety should be conducted. (d) Educators should solicit a mathematics autobiography from students.

ISBN: 0496749951Subjects--Topical Terms:

1017588
Education, Mathematics.

The effects of teaching mathematics strategies and keeping mathematics journals to reduce mathematics anxiety.
LDR:02810nmm 2200277 4500 001 1846381
005 20051103093502.5
008 130614s2004 eng d
020 $a 0496749951
035 $a (UnM)AAI3127732
035 $a AAI3127732
040 $a UnM $c UnM
100 1 $a Bland, Iris Clark. $3 1934497
245 1 4 $a The effects of teaching mathematics strategies and keeping mathematics journals to reduce mathematics anxiety.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0868.
500 $a Adviser: Marilyn K. Simon.
502 $a Thesis (Ph.D.)--Walden University, 2004.
520 $a This mixed method study examined how different strategies of learning mathematics and keeping a mathematics journal in a remedial mathematics class in a community college affected mathematics anxiety and mathematics learning. Students were administrated validated algebra pre- and posttests and mathematics anxiety pre- and posttests. During a 3-month period students were taught several strategies for learning mathematics. Participants kept journals to write about their attitudes toward mathematics, ask questions about problems they were confused about or were unable to solve, and describe their reactions to the method in which the instruction was presented. The participants had diverse backgrounds, and included recent high school graduates; college dropouts returning to college; and adults attending community college for the first time, several years after secondary school graduation. Although the mean values of mathematics anxiety were lower after the study, there was insufficient evidence to support the hypothesis that there would be a positive change in reducing mathematics anxiety by exposing students to multiple strategies of learning or by journaling. When data were compared to norm values, participants' posttest scores did indicate significantly less math anxiety than the general population. Journal entries suggested students were experiencing a reduction of math anxiety and improving their math competency. The findings led to the following recommendations: (a) To break the cycle of mathematics anxiety, elementary schools teachers who are mathematically anxious should take measures to lessen their own anxiety. (b) Educators should teach several strategies for learning mathematics. (c) Additional studies of journaling in mathematics to alleviate mathematics anxiety should be conducted. (d) Educators should solicit a mathematics autobiography from students.
590 $a School code: 0543.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Community College. $3 1018008
690 $a 0280
690 $a 0275
710 2 0 $a Walden University. $3 718925
773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Simon, Marilyn K., $e advisor
790 $a 0543
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127732