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ATTITUDES TOWARD AND BASIC UNDERSTANDING OF MATHEMATICS OF PROSPECTIVE ELEMENTARY TEACHERS AND THE FACTORS INFLUENCING ATTITUDES AND BASIC UNDERSTANDING OF MATHEMATICS.

机译：未来基础教师的数学理解和基本理解以及影响数学的态度和基本理解的因素。

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摘要

The purpose of this study is to investigate the attitudes toward mathematics of prospective elementary teachers and their basic understanding of mathematics.;An Analysis of Variance statistical design was used to determine the significance of difference between the prospective teachers' attitudes toward mathematics, their basic understanding of mathematics and the following factors: high school graduation class size, college class level, high school and college mathematics background. The significant differences between sex and attitudes toward mathematics was determined by a t-test, as were the differences between the two schools' prospective teachers with respect to attitude and basic understanding of mathematics. The Pearson Correlation coefficient was employed to determine the relationship of attitudes toward mathematics and basic understanding of mathematics.;Within the limitations of the study the following major conclusions were drawn: (1) Prospective teachers have relatively positive attitudes toward mathematics. (2) There is a significant relationship between attitudes toward mathematics and basic understanding of mathematics of prospective teachers. (3) There were no significant differences between prospective teachers at Oregon State University and Western Oregon State College with respect to attitudes toward mathematics and basic understanding of mathematics. (4) There was a significant difference in attitudes toward mathematics and high school and college mathematics background and sex of prospective teachers. (5) There were no significant differences in attitudes toward mathematics and students from various ages of high school graduation classes and college class levels. (6) There was a significant difference in basic understanding of mathematics and prospective teachers' high school mathematics background and their college class level. (7) There was no significant difference in basic understanding of mathematics and students from various sizes of high school graduation classes, college class levels and sex of the prospective teachers.;Two hundred fourteen subjects, representing prospective teachers from Oregon State University and Western Oregon State College participated in this study. The responses of this total population to the 20 items on the Revised Mathematics Attitude Scale, 74 items on the Iowa Test of Basic Skills, and demographic information supplied by the participants provided the data for this study.
机译：这项研究的目的是调查准小学教师对数学的态度及其对数学的基本理解。；使用方差统计设计分析来确定准教师对数学态度，其基本理解之间差异的重要性。数学的影响和以下因素：高中毕业班级人数，大学班级水平，高中和大学数学背景。性别和对数学的态度之间的显着差异由t检验确定，两所学校的准教师在对数学的态度和基本理解方面也存在差异。运用皮尔逊相关系数确定对数学的态度与对数学的基本理解之间的关系。在研究的局限性内，得出以下主要结论：（1）准教师对数学的态度相对积极。 （2）对数学的态度与准教师对数学的基本理解之间存在显着的关系。 （3）在对数学的态度和对数学的基本理解方面，俄勒冈州立大学和俄勒冈州立大学的准教师之间没有显着差异。 （4）在数学，高中和大学数学背景以及准教师性别方面的态度存在显着差异。 （5）不同年龄的高中毕业班和大学班级对数学和学生的态度没有显着差异。 （6）对数学的基本理解和准教师的高中数学背景及其大学班级水平存在显着差异。 （7）各种规模的高中毕业班，大学班级和准教师的性别对数学和学生的基本理解没有显着差异。； 214个科目，分别代表俄勒冈州立大学和俄勒冈州西部的准教师州立大学参加了这项研究。总人口对修订后的数学态度量表中的20个项目，爱荷华州基本技能测验中的74个项目的回答以及参与者提供的人口统计信息为这项研究提供了数据。

著录项

  • 作者

    WALL, PATRICIA J.;

  • 作者单位

    Oregon State University.;

  • 授予单位 Oregon State University.;
  • 学科 Teacher education.
  • 学位 Educat.D.
  • 年度 1986
  • 页码 102 p.
  • 总页数 102
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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