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ERIC Number: ED420512
Record Type: RIE
Publication Date: 1998-Apr
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of a Constructivist-Oriented Mathematics Classroom on Student and Parent Beliefs about and Motivations towards Being Successful in Mathematics.
Koebley, Sarah C.; Soled, Suzanne W.
The effects of a constructivist-oriented curriculum on the beliefs and motivations of students and parents toward being successful in mathematics were examined. Specifically, the question of the influence of constructivist activity on individual beliefs in and motivations toward task-orientation rather than ego- or work-avoidance-orientation was analyzed with respect to student attitudes and the attitudes of the students' parents. Results indicated that project students were significantly more likely to orient themselves toward the task and internal schemes of reward rather than external motivators. The parents of project students, on the other hand, demonstrated an orientation in beliefs toward ego orientation and work avoidance, even when these parents participated in activities to inform them of constructivist ideology and focus. These results are interpreted with regard to the literature on the larger social and cultural forces which shape efforts at curriculum reform, and to the potential effects of the indicated beliefs on reform efforts, specifically the propensity of parents to exert pressure to control the nature and direction of reform efforts in general. Contains 53 references. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).