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

The Effects of Teaching Exponential ...

Sawalha, Yamamah.

Linked to FindBook

Google Book

Amazon

博客來

The Effects of Teaching Exponential Functions Using Authentic Problem Solving on Students' Achievement and Attitude.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Teaching Exponential Functions Using Authentic Problem Solving on Students' Achievement and Attitude./
Author:	Sawalha, Yamamah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	233 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
Contained By:	Dissertations Abstracts International79-10A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748542
ISBN:	9780355828726

The Effects of Teaching Exponential Functions Using Authentic Problem Solving on Students' Achievement and Attitude.
Sawalha, Yamamah.

The Effects of Teaching Exponential Functions Using Authentic Problem Solving on Students' Achievement and Attitude. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 233 p.

Source: Dissertations Abstracts International, Volume: 79-10, Section: A.

Thesis (Ph.D.)--Wayne State University, 2018.

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

Most of the current mathematics education focuses on procedures and pays very little attention to conceptual understanding in many classrooms. NCTM (2000) called for improving students' understanding to help improve their achievement. To help prepare students for the future, they need to be taught to value mathematics and realize that it is relevant to their lives. Students need to use their mathematical knowledge to solve real life problems. This can't be achieved by focusing only on the procedures and expecting students to understand how to apply it to real life. The purpose of this study was to examine the effect of using authentic problem solving on students' achievement and attitude while studying exponential functions. In order to achieve this purpose, a mixed design was used in the study. Two groups of Algebra 1 students from two different schools were part of the study; one group was taught exponential functions using the traditional method, while the other group used authentic problem solving to learn the unit. Pre- and post-tests, quizzes, entry tickets, mathematical reflections, and pre- and post-attitude surveys were used to obtain quantitative data; students' reflections, observations, and interviews were used to obtain qualitative data. The quantitative data revealed that, before the unit, there was no significant difference between the two groups, and after the study, there was a significant difference in favor of the experimental group. The qualitative data revealed that the students in the experimental group were more positively affected by the teaching method than the students in the control group. Student attitude was significantly higher in before and after the study in favor of the control group, but the mean improvement in the experimental group was higher than the control group. The qualitative data also revealed that students in the experimental group improved their attitude more than those in the control group. Using authentic problem solving helped students achieve more than the traditional teaching method did. Students' attitudes were positively affected by using authentic problem solving. Further research is recommended to determine the impact of using authentic problem solving to teach other mathematics topics.

ISBN: 9780355828726Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Achievement

The Effects of Teaching Exponential Functions Using Authentic Problem Solving on Students' Achievement and Attitude.
LDR:03564nmm a2200385 4500 001 2266366
005 20200612094431.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780355828726
035 $a (MiAaPQ)AAI10748542
035 $a (MiAaPQ)wayne:13612
035 $a AAI10748542
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sawalha, Yamamah. $3 3543558
245 1 4 $a The Effects of Teaching Exponential Functions Using Authentic Problem Solving on Students' Achievement and Attitude.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 233 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Ozgun-Koca, S. Asli.
502 $a Thesis (Ph.D.)--Wayne State University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Most of the current mathematics education focuses on procedures and pays very little attention to conceptual understanding in many classrooms. NCTM (2000) called for improving students' understanding to help improve their achievement. To help prepare students for the future, they need to be taught to value mathematics and realize that it is relevant to their lives. Students need to use their mathematical knowledge to solve real life problems. This can't be achieved by focusing only on the procedures and expecting students to understand how to apply it to real life. The purpose of this study was to examine the effect of using authentic problem solving on students' achievement and attitude while studying exponential functions. In order to achieve this purpose, a mixed design was used in the study. Two groups of Algebra 1 students from two different schools were part of the study; one group was taught exponential functions using the traditional method, while the other group used authentic problem solving to learn the unit. Pre- and post-tests, quizzes, entry tickets, mathematical reflections, and pre- and post-attitude surveys were used to obtain quantitative data; students' reflections, observations, and interviews were used to obtain qualitative data. The quantitative data revealed that, before the unit, there was no significant difference between the two groups, and after the study, there was a significant difference in favor of the experimental group. The qualitative data revealed that the students in the experimental group were more positively affected by the teaching method than the students in the control group. Student attitude was significantly higher in before and after the study in favor of the control group, but the mean improvement in the experimental group was higher than the control group. The qualitative data also revealed that students in the experimental group improved their attitude more than those in the control group. Using authentic problem solving helped students achieve more than the traditional teaching method did. Students' attitudes were positively affected by using authentic problem solving. Further research is recommended to determine the impact of using authentic problem solving to teach other mathematics topics.
590 $a School code: 0254.
650 4 $a Mathematics education. $3 641129
650 4 $a Instructional Design. $3 3432465
653 $a Achievement
653 $a Attitude
653 $a Authentic problem solving
653 $a Exponential functions
653 $a Problem solving
690 $a 0280
690 $a 0447
710 2 $a Wayne State University. $b Curriculum and Instruction. $3 1673378
773 0 $t Dissertations Abstracts International $g 79-10A.
790 $a 0254
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10748542