Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates.

Autor/inn/en	Robinson, Jennifer M.; Aldridge, Jill M.
Titel	Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates.
Quelle	In: Learning environments research, (2022) 3, S.619-640Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09409-x
Schlagwörter	Attitudes; Inquiry-based learning; Learning environments; Mathematics education; Self-efficacy; Task value; United Arab Emirates
Abstract	Abstract Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N = 291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p < .01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.
Erfasst von	OLC
Update	2023/2/05