Effects of a Mathematics Intervention Program on the Computational Skills and Attitudes of Preservice Elementary and Secondary Teachers.

Autor/inn/en	Amodeo, Luiza B.; Emslie, Julia Rosa
Titel	Effects of a Mathematics Intervention Program on the Computational Skills and Attitudes of Preservice Elementary and Secondary Teachers.
Quelle	(1985), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Gains; Anglo Americans; Attitude Change; Comparative Analysis; Cultural Differences; Elementary School Mathematics; Females; Higher Education; Hispanic Americans; Intervention; Mathematics Anxiety; Mathematics Instruction; Mathematics Skills; Preservice Teacher Education; Secondary School Mathematics; Sex Differences; Student Teachers; New Mexico + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Attitudinal change; Einstellungsänderung; Kultureller Unterschied; Elementare Mathematik; Schulmathematik; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Sex difference; Geschlechtsunterschied; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	Mathematics anxiety and competence of 57 Anglo and Hispanic pre-service teachers were measured before and after a 30-hour workshop using the training program EQUALS. Students were divided into three groups: elementary, secondary, and library media. Students in the library media class served as the control group; the other two groups were the experimental groups. Information was gathered on the students' sex, ethnicity, age, college grade point average, and ACT math score. Before beginning student teaching assignments, students were given mathematics and attitudinal pretests and participated in a series of activities leading from single computational problems to more complicated word problems. The EQUALS program emphasized problems solving and group interaction. Post-tests were administered at the end of the student teaching assignments. Anxiety levels did not change, but mathematical competence increased for the group as a whole. Hispanic students showed higher anxiety levels and lower performance levels on both pre- and post-tests. No significant correlation was found between math performance and anxiety level. The success of the EQUALS program for increased mathematical competence was demonstrated for Hispanics and Anglos, males and females. Appendices contain most frequently missed mathematical test questions and samples of mathematical test questions. (LFL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC