A Comparison of Student Affect after Engaging in a Mathematical Modeling Activity

Autor/inn/en	Chamberlin, Scott A.; Parks, Kelly
Titel	A Comparison of Student Affect after Engaging in a Mathematical Modeling Activity
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 8 (2020) 3, S.177-189 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Teaching Methods; Mathematics Instruction; Mathematical Models; Comparative Analysis; Gender Differences; Grade 7; Grade 8; Problem Solving; Measures (Individuals); Self Esteem; Self Efficacy; Student Interests; Anxiety; Academic Aspiration; Affective Behavior; Student Attitudes; Thinking Skills; Middle School Students; Scores + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Geschlechterkonflikt; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Problemlösen; Messdaten; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Angst; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The study was a comparison of general students of promise affect and mathematical students of promise affect after doing a mathematical modeling activity. Participants? gender (n=160), in grades 7-8, were nearly equal in number (81 girls & 79 boys). After completing a Model-eliciting Activity (MEA) in groups of three, participants completed the 31-item Chamberlin Affective Instrument for Mathematical Problem Solving, hereafter referred to as CAIMPS (Chamberlin, Moore, & Parks, 2017). Using four subconstructs, it was determined that the only statistically significant difference in student affect among the groups was self-esteem and self-efficacy (SS) with the general students of promise group having a mean of 3.43 and the mathematical students of promise group having a mean of 3.76. Implications are that the difference in SS may have surfaced because of the mathematical demands of the problems that ultimately influenced participants? ratings. Three subconstructs (Attitude Value Interest [AVI], Anxiety [ANX], and Aspiration [ASP]) may not have realized a statistically significant difference because they were not as contingent upon mathematical content knowledge as was SS. The final implication is that similar affective ratings may be an indication that MEAs are similarly suitable for use with groups containing individuals with varying talents. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01