東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teachers' Perspectives of Fifth Grad...

Samuels, Carmen Lee.

Linked to FindBook

Google Book

Amazon

博客來

Teachers' Perspectives of Fifth Grade Students' Attitudes Toward Mathematics and Mathematics Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perspectives of Fifth Grade Students' Attitudes Toward Mathematics and Mathematics Achievement./
Author:	Samuels, Carmen Lee.
Description:	181 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619925
ISBN:	9781303895722

Teachers' Perspectives of Fifth Grade Students' Attitudes Toward Mathematics and Mathematics Achievement.
Samuels, Carmen Lee.

Teachers' Perspectives of Fifth Grade Students' Attitudes Toward Mathematics and Mathematics Achievement. - 181 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

This item must not be sold to any third party vendors.

Mathematics educators constantly search for new strategies to maximize students' performance in mathematics. Despite implementation of new strategies, low performance in mathematics at the elementary level continues to concern educators. The conceptual framework of this case study focused on constructivist, behaviorist, and sociocultural theories that postulate that knowledge is constructed by learners as they become actively engaged in their learning. The research questions of this study were designed to examine teachers' perspectives of 5th grade students' attitudes toward mathematics and whether students' attitudes influence performance. Qualitative data were obtained from 6 teachers through in depth interviews, field notes, and observations. Typological analysis of the teachers' responses was conducted, and a coding framework was designed to code categories, themes, and patterns. Teachers perceived a variety of qualities to influence fifth grade students' attitudes toward mathematics, including the teachers' own attitudes toward mathematics, their efficacy as teachers, their ability to integrate technology into the curriculum, and their skills in connecting mathematics with the real world. Teachers also believed that students' attitudes toward mathematics influenced student performance when teachers implemented cooperative learning that encouraged critical thinking. Recommendations for improvement include curriculum reformation, improved teaching strategies and resources, and increased professional development to improve teachers' mathematics efficacy. These activities could contribute to positive social change by promoting students' positive attitudes toward mathematics, thus maximizing their overall success in mathematics.

ISBN: 9781303895722Subjects--Topical Terms:

641129
Mathematics education.

Teachers' Perspectives of Fifth Grade Students' Attitudes Toward Mathematics and Mathematics Achievement.
LDR:02746nmm a2200301 4500 001 2063264
005 20151027100444.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303895722
035 $a (MiAaPQ)AAI3619925
035 $a AAI3619925
040 $a MiAaPQ $c MiAaPQ
100 1 $a Samuels, Carmen Lee. $3 3177770
245 1 0 $a Teachers' Perspectives of Fifth Grade Students' Attitudes Toward Mathematics and Mathematics Achievement.
300 $a 181 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Nancy Maldonado.
502 $a Thesis (Ed.D.)--Walden University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Mathematics educators constantly search for new strategies to maximize students' performance in mathematics. Despite implementation of new strategies, low performance in mathematics at the elementary level continues to concern educators. The conceptual framework of this case study focused on constructivist, behaviorist, and sociocultural theories that postulate that knowledge is constructed by learners as they become actively engaged in their learning. The research questions of this study were designed to examine teachers' perspectives of 5th grade students' attitudes toward mathematics and whether students' attitudes influence performance. Qualitative data were obtained from 6 teachers through in depth interviews, field notes, and observations. Typological analysis of the teachers' responses was conducted, and a coding framework was designed to code categories, themes, and patterns. Teachers perceived a variety of qualities to influence fifth grade students' attitudes toward mathematics, including the teachers' own attitudes toward mathematics, their efficacy as teachers, their ability to integrate technology into the curriculum, and their skills in connecting mathematics with the real world. Teachers also believed that students' attitudes toward mathematics influenced student performance when teachers implemented cooperative learning that encouraged critical thinking. Recommendations for improvement include curriculum reformation, improved teaching strategies and resources, and increased professional development to improve teachers' mathematics efficacy. These activities could contribute to positive social change by promoting students' positive attitudes toward mathematics, thus maximizing their overall success in mathematics.
590 $a School code: 0543.
650 4 $a Mathematics education. $3 641129
650 4 $a Accounting. $3 557516
650 4 $a Elementary education. $3 641385
690 $a 0280
690 $a 0272
690 $a 0524
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619925