By the Numbers

McLeod, Douglas B.; Good, Thomas L.; Grouws, Douglas A.; Ebmeier, Howard

doi:10.2307/748353

Cited by 13 publications

(24 citation statements)

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“…44 The important progress made by mathematics educators in clarifying the differences among emotions, attitudes, and beliefs, and between these and other related constructs such as anxiety, confidence, self-doubt, self-concept, or self-efficacy (see McLeod 1992), could provide an excellent starting point for statistics educators seeking to understand factors affecting their students' performance and learning. Further, the emerging literature on the role of non-cognitive factors in cognitive performance, including metacognitions, affect, and beliefs (Dweck 1986;Schoenfeld 1992), highlights the practical importance of attending to non-cognitive factors.…”

Section: Discussionmentioning

confidence: 99%

“…Instead, many carry baggage that includes negative or unconstructive beliefs about themselves in relation to the learning of quantitative and mathematical issues, including math anxiety (McLeod 1992); apprehension about taking tests, including math tests (Hunsley 1987); beliefs about the relevance (or lack thereof) of statistics for their future career or job plans (Roberts and Saxe 1982), and more.…”

Section: Process Considerationsmentioning

confidence: 99%

“…The nature of mathematics anxiety and its relationship to generalized anxiety and test anxiety have been the focus of much research in the mathematics education and educational counseling communities (Hembree 1990;McLeod 1992), yet are not reflected in the development of the ATS or the SAS. It is entirely possible that students' scores on the SAS and ATS, and the homogeneity of these scales, reflect influences of other types of anxieties or attitudes which are not unique to statistics.…”

Section: What Constructs Are Being Measured By Instruments Such As Thmentioning

confidence: 99%

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The Role of Beliefs and Attitudes in Learning Statistics: Towards an Assessment Framework

Gal

Ginsburg

1994

Journal of Statistics Education

246

189

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While many teachers of statistics are likely to focus on transmitting knowledge, many students are likely to have trouble with statistics due to non-cognitive factors, such as negative attitudes or beliefs towards statistics. Such factors can impede learning of statistics, or hinder the extent to which students will develop useful statistical intuitions and apply what they have learned outside the classroom. This paper reviews the role of affect and attitudes in the learning of statistics, critiques current instruments for assessing attitudes and beliefs of students, and explores assessment methods teachers can use to gauge students' dispositions regarding statistics.

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Section: Discussionmentioning

confidence: 99%

Section: Process Considerationsmentioning

confidence: 99%

Section: What Constructs Are Being Measured By Instruments Such As Thmentioning

confidence: 99%

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The Role of Beliefs and Attitudes in Learning Statistics: Towards an Assessment Framework

Gal

Ginsburg

1994

Journal of Statistics Education

246

189

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“…Ett skäl är att användningen av laborativt material bland annat visat sig gynnsamt för att utveckla elevers olika förmågor i matematik (se exempelvis Gürbüz, 2010;Sarama et al, 2003;Sowell, 1989). Argumenten som talar för användningen av laborativt materialet i matematikundervisningen kan delas in i kategorierna (a) utveckla elevers begreppsförmåga, (b) utveckla elevers kommunikations-och resonemangsförmåga samt (c) utveckla elevers attityder till matematik i en positiv riktning (McLeod, 1992). Nedan presenteras och utvecklas respektive argument var för sig.…”

Section: Olika Typer Av Laborativt Materialsunclassified

Lärares och elevers användande av laborativt material i bråkundervisningen i skolår 4-6 : Vad görs möjligt för eleverna att erfara?

Sveider¹

2015

LiU-PEK-R / Institutionen För Beteendevetenskap Och Lärande (2007-)

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“…As pointed out by McLeod [36], [37] we have to take into account that beliefs encompass cognitive as well affective aspects. Both aspects influence the students' responses to input given by the teacher.…”

Section: Summary and Implicationsmentioning

confidence: 99%

Students approaching proof through conjectures: snapshots in a classroom

Furinghetti¹,

Olivero²,

Domingo³

2001

Int. J. Math. Educ. Sci. Tech.

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In this paper we present a classroom experiment in which students were asked to solve an open problem. It is our premise that this kind of task fosters a 'smooth' approach to proofs that are constructed around the production and validation of conjectures. This experiment helps to construct a shared classroom culture, one of the aims of this activity. Classroom discussion and collaborative group work helps to achieve this aim. The analysis of the experiment shows that the discussion makes explicit aspects of students' thinking which would be hidden in a normal activity. We demonstrate that a deeper analysis of students' reasoning and behaviours can be better performed if lessons are video-recorded. There is a twofold pedagogic gain in using videotapes as a tool for analysing students' behaviour: firstly it offers the teacher a tool that encourages students to reflect on their reasoning; secondly, and conversely, it offers researchers a further tool for analysing students' performances.

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By the Numbers

Cited by 13 publications

References 0 publications

The Role of Beliefs and Attitudes in Learning Statistics: Towards an Assessment Framework

The Role of Beliefs and Attitudes in Learning Statistics: Towards an Assessment Framework

Lärares och elevers användande av laborativt material i bråkundervisningen i skolår 4-6 : Vad görs möjligt för eleverna att erfara?

Students approaching proof through conjectures: snapshots in a classroom

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