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首页> 外文学位 >THE RELATIONSHIP OF ATTITUDE, MATHEMATICS BACKGROUND AND JUNIOR COLLEGE TRANSFER STATUS IN ENTERING ELEMENTARY EDUCATION MAJORS TO COMPETENCY IN ELEMENTARY MATHEMATICS.
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THE RELATIONSHIP OF ATTITUDE, MATHEMATICS BACKGROUND AND JUNIOR COLLEGE TRANSFER STATUS IN ENTERING ELEMENTARY EDUCATION MAJORS TO COMPETENCY IN ELEMENTARY MATHEMATICS.

机译：进入基础教育能力与基础数学能力相关的态度，数学背景和初中转学状况的关系。

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摘要

Entering elementary education majors at the University of Southern Mississippi (USM) participated in this study to determine the relationships among attitude toward mathematics, mathematics background, and transfer versus non-transfer status upon competency in elementary mathematics. Seventy-seven subjects participated.;Multiple linear regression was used to test the hypotheses. Competency in elementary mathematics was the criterion variable in all analyses. The .05 level of significance was used. An iteration sequence for each model was detailed and discontinued when less than one percent variance was added to the equation by the predictor.;Comparisons of the means showed that the stronger the background in mathematics, the higher the competency score. Significant relationships were found to exist in three of the hypotheses: (1) A significant relationship existed between the composite set of predictor variables and mathematics competency (p. < .01). (2) A significant relationship existed between attitude toward mathematics and mathematics competency (p. < .01). (3) A significant relationship existed between mathematics background and mathematics competency (p. < .05). No significance was found to exist between junior college transfer status and mathematics competency (p. > .05).;Instruments for collecting data included the Mathematics Placement Test developed by USM, the Mathematics Attitude Scale by Aiken, and a questionnaire designed to gather information on mathematics background and junior college transfer status.
机译：南密西西比大学（USM）进入基础教育专业的学生参加了这项研究，以确定对数学态度，数学背景以及基础数学能力方面的转移与非转移状态之间的关系。参加研究的有77名受试者。使用多元线性回归检验假设。在所有分析中，基本数学能力是准则变量。使用.05显着性水平。当预测变量向方程中添加的偏差小于百分之一时，将详细说明每个模型的迭代序列，并中止该迭代过程。方法的比较表明，数学背景越强，胜任力得分越高。在以下三个假设中发现存在显着关系：（1）预测变量的组合集与数学能力之间存在显着关系（p。<0.01）。 （2）对数学的态度与数学能力之间存在显着的关系（p <.01）。 （3）数学背景和数学能力之间存在显着关系（p <.05）。初中转学状况与数学能力之间没有显着意义（p。> 0.05）。用于收集数据的仪器包括USM开发的“数学选拔测试”，Aiken的“数学态度量表”和旨在收集信息的问卷数学背景和大专转学状况。

著录项

  • 作者

    DENNIS, ONEITA SUE SHIRAH.;

  • 作者单位

    The University of Southern Mississippi.;

  • 授予单位 The University of Southern Mississippi.;
  • 学科 Elementary education.
  • 学位 Educat.D.
  • 年度 1983
  • 页码 90 p.
  • 总页数 90
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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