Exploring student attitudes toward an instructional strategy based on a Japanese model of mathematics education.
Published: 2006
Language: eng
Number of pages: 82
ISBN-13: 9780494161081
Subjects: Mathematics -- Study and teaching (Elementary) -- Ontario.; Mathematics -- Study and teaching (Elementary) -- Japan.; Math anxiety.; Problem solving.
Description: This study explored and interpreted the attitudes of a grade eight mathematics class toward an instructional strategy that made use of rich learning tasks when introducing new concepts. The experimental unit on fractions used a strategy modified and adapted from a Japanese model of mathematics education. Student attitudes toward mathematics in general were measured before the experimental unit and were measured after the experimental unit. Students were asked to give opinions about what they think make an effective, engaging mathematics class. Data was obtained through a qualitative method and made use of student writing, questionnaires and classroom observations.The students initially appeared to have an overall negative attitude toward mathematics. This attitude became more positive when students were asked about the experimental unit. Students also reported more positive attitudes toward a mathematics class that makes use of rich learning tasks (open-ended problems) as opposed to a more traditional environment.
Notes: Source: Masters Abstracts International, Volume: 44-06, page: 2528.

Thesis (M.A.)--University of Toronto, 2006.

Includes bibliographical references (leaves 65-69)

Electronic version licensed for access by U. of T. users.

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