Changing High School Students’ Attitudes Towards Mathematics in a Summer Camp: Happiness Matters

Can, Iclal; Koydemir, Selda; Durhan, Salih; Ogan, Suheyda; Gozukara, Cansu; Cokluk, Gizem

doi:10.12738/estp.2017.5.0373

Cited by 5 publications

(7 citation statements)

References 27 publications

(41 reference statements)

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“…Werner (2001) found that integrating dance and math in class was effective in improving attitudes toward math in second to fifth graders. Can et al (2017) found significant improvement in math attitudes in high school students who participated in a 2-week summer math camp in which they interacted with prominent international scholars. Even small changes in math classes, such as exposing children to the history of algebra (Ho, 2008) or presenting mathematicians' biographies and historical reasons for topic development (Lim & Chapman, 2015) to high school students led to math being more valued and to positive changes in math attitudes, respectively.…”

Section: Can Math Attitudes Be Changed?mentioning

confidence: 96%

“…For example, the 2012 Program for International Student Assessment report showed that, on average across Organisation for Economic Cooperation and Development (OECD) countries, 43% of students reported that they agree or strongly agree that they are "not good at mathematics". Although numerous studies have shown that relatively short interventions are successful in changing math attitudes (Can et al, 2017;Chacon & Soto-Johnson, 2003;Hodges & Kim, 2013), no study has examined whether changes in math attitudes over time are related to verbal versus quantity brain regions in multiplication task solving, which are associated with the use of retrieval versus backup strategies.…”

Section: Sc Usmentioning

confidence: 99%

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Temporal cortex activation explains children’s improvement in math attitudes

Suárez‐Pellicioni

Booth

2022

Child Development

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Math attitudes are related to achievement, yet we do not know how the brain supports changes in math attitudes. 51 children (54.9% female, 45.1% male; 37.3% White, 33.3% Black, 11.8% Latino, 5.9% Asian, 11.8% Other) solved a multiplication task inside the scanner when they were approximately 11 (time 1; T1) and 13 (time 2; T2) years old (i.e., mean age). Results revealed clusters in the left middle to superior temporal gyri at T1 associated with math attitudes at T1 and with their longitudinal improvement. However, changes in attitudes were not associated with brain changes over time. These findings suggest that relying on the storage of arithmetic facts, involved in memory retrieval, explains the development of positive math attitudes.

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Section: Can Math Attitudes Be Changed?mentioning

confidence: 96%

Section: Sc Usmentioning

confidence: 99%

Temporal cortex activation explains children’s improvement in math attitudes

Suárez‐Pellicioni

Booth

2022

Child Development

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“…Results from prior research have shown many ways in which informal settings can contribute to the development of learning. A collective environment can help students develop a sense of responsibility (Can et al. , 2017) and provides an opportunity for them to contribute to each other’s learning processes (Ghadiri Khanaposhtani et al.…”

Section: Relevant Literaturementioning

confidence: 99%

The autonomy of informal STEM and benefits of andragogy with gifted children

Calabrese

Capraro

2021

JRIT

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Purpose In distinguishing the education of adults from the education of children, a gray area lies on where to classify gifted and honors students. The purpose of this study was to determine if the attitudes of students at an honors STEM summer camp paralleled the educational needs of adults, namely self-directed learning.Design/methodology/approach Researchers analyzed survey responses through an exploratory factor analysis and five t tests.Findings The interpretation of the effect sizes showed that after engaging in a self-directed learning experience, students expressed more positive self-efficacy and intrinsic motivation, experienced reduced extrinsic motivation and anxiety, and were less task-completion oriented.Originality/value The results suggest that gifted and honors students may have a propensity to learn that is more similar to that of adults rather than their same-age peers.

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“…Comfortable and enjoyable learning is needed by students. For example, out-of-class learning/Outbound can have a positive impact on personality formation, even student learning attitudes (Can et al, 2017). Even the happiness of learning can be modeled mathematically-geometry (Satsangi & Sinha, 2012).…”

Section: Introductionmentioning

confidence: 99%

Psichological disposition of student; Mathematics anxiety vesus happines learning on the level education

Winarso¹,

Haqq²

2019

Int.J.Trends.Math.Edu.Research

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The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education

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Changing High School Students’ Attitudes Towards Mathematics in a Summer Camp: Happiness Matters

Cited by 5 publications

References 27 publications

Temporal cortex activation explains children’s improvement in math attitudes

Temporal cortex activation explains children’s improvement in math attitudes

The autonomy of informal STEM and benefits of andragogy with gifted children

Psichological disposition of student; Mathematics anxiety vesus happines learning on the level education

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