Addressing Negative Math Attitudes With Service-Learning

Abstract

In this paper, we share the results of our recent study of a quantitative literacy course with a service-learning component. Our study aims to answer the question: how did student attitudes shift as a result of participating in this course? We present and analyze statistics from pre-and post-surveys in five classes ( 78) N taught by two different professors, and we share qualitative data from focus group interviews in two sections of the course. This mixed-methods analysis suggests that the course has a positive effect on the math attitudes of our students.

The expansion of sociocultural theory-oriented mathematical learning model

“…In connection with the above, it was deemed necessary to conduct research related Development of the Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight to Improve Students' Character in Mathematics Learning. This research can contribute to improvements from several previous studies, namely: Godfrey and Mtebe' (2018) research which discussed the negative nature of students in mathematic learning; Research by Henrich et al (2016) discussed the intervention of students' negative attitudes in mathematics learning; and the research of Sulistyaningsih et al (2019) where the focus on responsibility for individual assignments makes students lacking in collaborative learning experiences. The purpose of this research was to obtain a Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight that is valid, practical, and effective in developing the good character of students in learning mathematics.…”