title: An Investigation of beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics

authors: Kele, Andriane

subjects: beliefs

abstract: Mathematics is omnipresent in all walks of life in our society. For instance, every day, citizens all over the world are faced with a complex array of mathematics–from mathematics of business and employment to risks of household accidents. A knowledge of mathematics is needed to solve problems that are encountered in our everyday life. However, in reality, most people in general, and students in particular, dislike mathematics. Researchers had revealed that the majority of secondary school students in western countries find mathematics difficult because of their negative beliefs and attitudes. Research is needed that gives specific attention to beliefs and attitudes in the Pacific Islands. 
My study investigated the beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics. Students from two year-12 senior national high schools were selected for the study. Two overarching paradigms that set the conceptual framework for this study were positivism and interpretivism. Research data were obtained through a mixed-method approach. A survey instrument was designed to explore students’ beliefs and attitudes towards learning mathematics. Focus group interviews were conducted with some students to solicit factors that impacted on their beliefs and attitudes. To explore factors students thought had affected their mathematics achievement, semi-structured interviews were conducted. Frequency percentage and thematic analysis were used to analyse data. 
Findings from the written survey revealed that students were very positive about learning mathematics. They seemed to believe that knowing and doing mathematics required logical thinking and applying mathematics procedures. They highly regarded the utility of mathematics in school and the practicality of it in everyday life. They were very optimistic about their self-efficacy in mathematics learning; for instance, 96% of the students thought they were confident in learning mathematics. 
Students’ attitudes toward mathematics were both positive and negative. Students who demonstrated positive attitudes tended to enjoy and learn effectively when they clearly understood mathematics well. Conversely, students with negative attitudes usually put less effort into their learning process. Most students disliked learning mathematics because it was difficult. Mathematics anxiety was ascertained as contributing negative beliefs and attitudes towards students’ mathematics learning.
Interesting findings were revealed in semi-structured and focus group interviews. Data from semi-structured interviews revealed that students’ beliefs about the nature of mathematics reflected on the aspects of mathematical content, mathematical processes, cognitive processes and the utility of mathematics. Furthermore, a major contributing factor that affected students’ mathematics achievement was the teacher. Additionally, students’ poor mathematical background was an area of concern that affected mathematics achievement. Focus group data revealed three key factors that impacted on students’ beliefs and attitudes. These are students themselves, teachers and peer groups. 
Considering the findings of this study, there is a need to advocate students’ affective domain in teaching and learning of mathematics. It is recommended to put more attention on students’ mathematics learning to provide an avenue by which teachers might better support them in nurturing their beliefs and attitudes and, in turn, enhance their mathematics achievement.

text: An Investigation of beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics Mathematics is omnipresent in all walks of life in our society. For instance, every day, citizens all over the world are faced with a complex array of mathematics–from mathematics of business and employment to risks of household accidents. A knowledge of mathematics is needed to solve problems that are encountered in our everyday life. However, in reality, most people in general, and students in particular, dislike mathematics. Researchers had revealed that the majority of secondary school students in western countries find mathematics difficult because of their negative beliefs and attitudes. Research is needed that gives specific attention to beliefs and attitudes in the Pacific Islands. 
My study investigated the beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics. Students from two year-12 senior national high schools were selected for the study. Two overarching paradigms that set the conceptual framework for this study were positivism and interpretivism. Research data were obtained through a mixed-method approach. A survey instrument was designed to explore students’ beliefs and attitudes towards learning mathematics. Focus group interviews were conducted with some students to solicit factors that impacted on their beliefs and attitudes. To explore factors students thought had affected their mathematics achievement, semi-structured interviews were conducted. Frequency percentage and thematic analysis were used to analyse data. 
Findings from the written survey revealed that students were very positive about learning mathematics. They seemed to believe that knowing and doing mathematics required logical thinking and applying mathematics procedures. They highly regarded the utility of mathematics in school and the practicality of it in everyday life. They were very optimistic about their self-efficacy in mathematics learning; for instance, 96% of the students thought they were confident in learning mathematics. 
Students’ attitudes toward mathematics were both positive and negative. Students who demonstrated positive attitudes tended to enjoy and learn effectively when they clearly understood mathematics well. Conversely, students with negative attitudes usually put less effort into their learning process. Most students disliked learning mathematics because it was difficult. Mathematics anxiety was ascertained as contributing negative beliefs and attitudes towards students’ mathematics learning.
Interesting findings were revealed in semi-structured and focus group interviews. Data from semi-structured interviews revealed that students’ beliefs about the nature of mathematics reflected on the aspects of mathematical content, mathematical processes, cognitive processes and the utility of mathematics. Furthermore, a major contributing factor that affected students’ mathematics achievement was the teacher. Additionally, students’ poor mathematical background was an area of concern that affected mathematics achievement. Focus group data revealed three key factors that impacted on students’ beliefs and attitudes. These are students themselves, teachers and peer groups. 
Considering the findings of this study, there is a need to advocate students’ affective domain in teaching and learning of mathematics. It is recommended to put more attention on students’ mathematics learning to provide an avenue by which teachers might better support them in nurturing their beliefs and attitudes and, in turn, enhance their mathematics achievement.

year: 2014

title: Mechanical behaviour of Titanium, Ti-6Al-4V (wt %) alloy and Ti-47Al-2Cr (at %) alloy produced using powder compact forging

authors: Nadakuduru, Vijay Navaratna

subjects: mechanical behaviour

abstract: Powder compact forging was used to produce bulk consolidated titanium and Ti-6Al-4V (wt %) and Ti-47Al-2Cr (at%) alloy disks from hydrogenated and dehydrogenated (HDH) and gas atomised powders (GA) powders (in the case of titanium and Ti-6Al-4V) and a mechanically milled powder (in the case of Ti-47Al-2Cr alloy). The bulk titanium and Ti-6Al-4V (wt %) alloy have been produced by forging of the powder compacts. The Ti-47Al-2Cr (at %) alloy was produced using canned powder compact forging of a Ti/Al/Cr composite powder. The purpose of the present study is to investigate the deformation and fracture behaviour of the bulk consolidated as-forged materials, by conducting tensile testing at room temperature (RT) and examination of the fractured specimens which had near-α, α + β and γ phase structures, respectively. It was found that as-forged bulk titanium disk produced using HDH powder showed a yield point with a yield strength of ~700 MPa and with a considerable amount of ductility. While the as-forged Ti-6Al-4V (wt %) alloy produced using HDH powder, fractured prematurely without any yielding. On the other hand yielding was observed in the as-forged Ti-6Al-4V (wt %) alloy produced using GA powder, showing a yield strength of ~970 MPa and a considerable amount of plastic strain to fracture. The bulk consolidated Ti-47Al-2Cr (at %) alloy also fractured prematurely with fracture strength of ~125 MPa. The mechanical behaviour of the as-forged bulk materials was found to be dependent on several factors such as initial powders used, green density of the powder compact, forging parameters used during forging. It was expected that the entrapped gas in green compacts, absorbed oxygen, porosity and inter-particle bonding play an important role on the quality of the as-forged material, which in turn affected the mechanical behaviour of the bulk material.

text: Mechanical behaviour of Titanium, Ti-6Al-4V (wt %) alloy and Ti-47Al-2Cr (at %) alloy produced using powder compact forging Powder compact forging was used to produce bulk consolidated titanium and Ti-6Al-4V (wt %) and Ti-47Al-2Cr (at%) alloy disks from hydrogenated and dehydrogenated (HDH) and gas atomised powders (GA) powders (in the case of titanium and Ti-6Al-4V) and a mechanically milled powder (in the case of Ti-47Al-2Cr alloy). The bulk titanium and Ti-6Al-4V (wt %) alloy have been produced by forging of the powder compacts. The Ti-47Al-2Cr (at %) alloy was produced using canned powder compact forging of a Ti/Al/Cr composite powder. The purpose of the present study is to investigate the deformation and fracture behaviour of the bulk consolidated as-forged materials, by conducting tensile testing at room temperature (RT) and examination of the fractured specimens which had near-α, α + β and γ phase structures, respectively. It was found that as-forged bulk titanium disk produced using HDH powder showed a yield point with a yield strength of ~700 MPa and with a considerable amount of ductility. While the as-forged Ti-6Al-4V (wt %) alloy produced using HDH powder, fractured prematurely without any yielding. On the other hand yielding was observed in the as-forged Ti-6Al-4V (wt %) alloy produced using GA powder, showing a yield strength of ~970 MPa and a considerable amount of plastic strain to fracture. The bulk consolidated Ti-47Al-2Cr (at %) alloy also fractured prematurely with fracture strength of ~125 MPa. The mechanical behaviour of the as-forged bulk materials was found to be dependent on several factors such as initial powders used, green density of the powder compact, forging parameters used during forging. It was expected that the entrapped gas in green compacts, absorbed oxygen, porosity and inter-particle bonding play an important role on the quality of the as-forged material, which in turn affected the mechanical behaviour of the bulk material.

year: 2011

title: Murau a te tini (Mourned by the multitudes) & Pounamu (Greenstone)

authors: Rewi, Poia

subjects: Māori poetry

abstract: A song and a poem by Poia Rewi.

text: Murau a te tini (Mourned by the multitudes) & Pounamu (Greenstone) A song and a poem by Poia Rewi.

year: 2000-10