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ERIC Number: EJ1178297
Record Type: Journal
Publication Date: 2018-Jun
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0013-1954
Attitudes of High-School Students Taught Using Traditional and Reform Mathematics Curricula in Middle School: A Retrospective Analysis
Moyer, John C.; Robison, Victoria; Cai, Jinfa
Educational Studies in Mathematics, v98 n2 p115-134 Jun 2018
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1008536