Interdisciplinary Studies: Mathematics Education (K8)
http://hdl.handle.net/10211.4/39
Mon, 22 Jan 2018 00:12:19 GMT
20180122T00:12:19Z

Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1
http://hdl.handle.net/10211.4/473
Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1
Diamond, Renee Wood
What are middleschool algebra students’ perceptions of how teacher practices
affect their motivation to learn Algebra 1? This study identified specific teacher
practices that students perceive to be either motivational or demotivational, revealed
how students describe the effects of such practices, and identified sources of student
motivation for learning mathematics.
Math reform literature encourages teacher practices that enhance motivation,
which are also considered to enhance learning. Reflecting upon students’ perceptions of
teacher practices that are either motivating or demotivating can result in improved
teaching and learning by providing teachers with insight into the effectiveness of specific
practices. The study utilized a mixedmethod methodology. The students surveyed were
147 middleschool Algebra 1 students using a fivepoint Likert scale, along with a set of
openended questions requiring free responses. The survey identified sources of students’
motivation, as well as measured the effects of specific teacher practices on students’
motivation. Based upon the survey responses, selected students were interviewed in order
to uncover underlying insight about practices that increased or decreased their motivation
while learning Algebra 1.
Wed, 26 Sep 2012 00:00:00 GMT
http://hdl.handle.net/10211.4/473
20120926T00:00:00Z

Attitudes About Mathematics: Compare and Contrast Boys and Girls From High and Low SocioEconomic Status
http://hdl.handle.net/10211.4/389
Attitudes About Mathematics: Compare and Contrast Boys and Girls From High and Low SocioEconomic Status
Jazdzewski, Kristin
ABSTRACT
ATTITUDES ABOUT MATHEMATICS: COMPARE AND
CONTRAST BOYS AND GIRLS FROM HIGH
AND LOW SOCIOECONOMIC STATUS
by
© Kristin Jazdzewski 2011
Master of Science in Interdisciplinary Studies:
Mathematics Education
California State University, Chico
Fall 2011
This study compared the attitudes about math for boys and girls in grades 3
through 8 from high and low SES. The attitudes studied were confidence in learning
mathematics, perceived usefulness of mathematics, perception of teacher attitudes
towards the student as a learner of mathematics, and stereotype of mathematics as a male
domain. The students were given the Modified FennemaSherman Attitude Scales to
measure attitudes. In the survey there were 12 statements for each attitude: 6 stated positively
and 6 stated negatively. There were a total of 533 students surveyed. The students
surveyed reside in Santa Cruz County, California. There were 282 females and 251
males. Of the 533 students, 278 were considered low SES and 255 were considered high
SES. The only attitude that was found statistically significant was stereotype of
mathematics as a male domain. For this attitude, it was found that gender and SES did
play a role. Girls were much less likely to stereotype math as a male domain than boys at
all grade levels. High SES students were less likely to stereotype math as a male domain
than low SES students at all grade levels, with the exception of grade 8. Gender and SES
do not seem to play a role in the other attitudes about mathematics.
Thu, 26 Jan 2012 00:00:00 GMT
http://hdl.handle.net/10211.4/389
20120126T00:00:00Z

Student Response Systems and Behavioral Engagement in Middle School Mathematics Students
http://hdl.handle.net/10211.4/334
Student Response Systems and Behavioral Engagement in Middle School Mathematics Students
Ruiz, Callie
ABSTRACT
STUDENT RESPONSE SYSTEMS AND BEHAVIORAL
ENGAGEMENT IN MIDDLE SCHOOL
MATHEMATICS STUDENTS
by
© Callie L. Ruiz 2011
Master of Arts in Interdisciplinary Studies:
Mathematics Education K8
California State University, Chico
Spring 2011
Student engagement, often defined to include students’ attention, interest, participation,
and effort in schoolwork, is a concern for educators because of its correlation
to achievement. Since engagement encompasses behavioral aspects, researchers have
suggested using instructional strategies that could manipulate or influence students’
behavioral engagement in the classroom. A student response system (SRS) is a technological
tool that may influence engagement.
A SRS consists of wireless handheld response pads and a centralized receiver.
A teacher poses multiplechoicetype questions and students respond via the response
pads. Responses from the entire class are then instantly displayed in the form of a bar
graph for all to view, while individual responses are kept anonymous. The objective of this study was to answer the question: According to student
selfperception, how influential is a SRS on behavioral engagement in a middleschool
mathematics class?
Data from a before and afteruse questionnaire, an openended questionnaire,
and select interviews were used to determine what effect, if any, the SRS had. Statistical
results indicated that the SRS did not affect students’ behavioral engagement. Instead,
students reported that the SRS did provide more opportunities for doing math, participation,
collaboration between peers, and immediate feedback.
Tue, 06 Sep 2011 00:00:00 GMT
http://hdl.handle.net/10211.4/334
20110906T00:00:00Z