Attitudes of High-School Students Taught Using Traditional and Reform Mathematics Curricula in Middle School: A Retrospective Analysis

Autor/inn/en	Moyer, John C.; Robison, Victoria; Cai, Jinfa
Titel	Attitudes of High-School Students Taught Using Traditional and Reform Mathematics Curricula in Middle School: A Retrospective Analysis
Quelle	In: Educational Studies in Mathematics, 98 (2018) 2, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-018-9809-4
Schlagwörter	High School Students; Mathematics Instruction; Student Attitudes; Research Projects; Grade 12; Urban Schools; School Districts; Educational Change; Teaching Methods; Interviews; High School Seniors; Middle Schools + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Forschungsvorhaben; School year 12; 12. Schuljahr; Schuljahr 12; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Middle school; Mittelschule; Mittelstufenschule
Abstract	This paper presents findings from a larger research project that provides insight into the attitudes of high-school students who were taught using different types of mathematics curricula when they were in middle school. A total of 44 12th-grade students from 10 high schools in the same urban school district were interviewed. Eighteen (41%) of them had been taught using a reform curriculum in middle school and 26 (59%) had been taught using a more traditional curriculum. Using Di Martino and Zan's three-dimensional model for attitude, we found that the high-school seniors who had been taught using the reform curriculum in middle school harbored attitudes toward mathematics that differed significantly from the attitudes of those who had been taught using a traditional curriculum in middle school. Our analysis of the student interviews culled seven themes that provide fine-grained information about the students' attitudes toward mathematics. Significantly greater percentages of reform students than traditional students had a relational Vision of mathematics as opposed to an instrumental Vision; however, there was no significant difference between the proportions of reform and traditional students who had a positive Emotional Disposition toward mathematics or a positive Perceived Competence in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01