Changing Pre-service Primary-school Teachers’ Attitude Towards Mathematics by Collaborative Problem Solving

Zsoldos-Marchis, Iuliana

doi:10.1016/j.sbspro.2015.04.100

Cited by 10 publications

(4 citation statements)

References 21 publications

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“…Adediwura [ 23 ] describes attitude as a persons’ positive, neutral or negative thinking about mathematics. A positive attitude is very instructive because research shows that there is a link between student performance and their attitude toward mathematics [ 24 ]. Students who have a positive attitude toward mathematics have better problem-solving abilities and are better able to resolve unusual difficulties [ 25 ].…”

Section: Theoretical Reviewsmentioning

confidence: 99%

“…According to some of the findings, having a negative attitude toward mathematics is associated with minor academic consequences in college students [ 39 , 40 ] and children [ 7 ]. However, in addition to doing so, Zsoldos-Marchis [ 24 ] investigated the problem-solving potential of various primary preschool teachers’ attitudes toward mathematics.…”

Section: Theoretical Reviewsmentioning

confidence: 99%

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Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling

et al. 2022

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Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Mathematics attitude is considered as one of the critical variables in the process of mathematics learning. This study aimed to determine students’ attitudes and achievements through problem-based learning in mathematics. The selected study group contained 600 students and 35 teachers from rural public secondary schools in District Rawalpindi, Pakistan. The data collection was done using questionnaires from students and teachers and collected data analyzed by SPSS 23 and Amos 23. This study’s result was carried out using Partial Least square structural equation Model (PLS-SEM), descriptive analysis, and hypotheses testing. The outcomes in this study indicated that the mean fluctuated between 1 to 4.5, 3.71 to 4.20, and Std. Deviation fluctuated between 0.6 to 2.0 and 0.75 to 1.55 in the students and teacher models, respectively. The results of the PLS-SEM students’ model show a negative attitude towards mathematics. The teachers’ PLS-SEM model showed the Effects of using problem-based learning (PBL) on students’ achievements. According to the hypotheses testing, the acceptance of hypotheses by stating that the Confidence in Learning Mathematics Scale (C), Value of Mathematics Scale (V), and Student Mathematics Motivation Scale (M) are significant effects for the Students’ Attitude Toward Problem-Based Learning (ATPBL). But the Attitude Toward Enjoyment in Mathematics Scale (AE) was rejected, and it did not significantly affect the ATPBL. As well as, the Problem-solving learning and students’ achievement (PLA), Advantages of problem-solving learning (APL) and Difficulties in using problem-solving learning (DPL) have a significant positive effect on the ATPBL. Finally, this study suggested that teachers also adopt new teaching methods corresponding to mathematics, and there is a need to explore particular mathematics skills to enhance students’ learning abilities.

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Section: Theoretical Reviewsmentioning

confidence: 99%

Section: Theoretical Reviewsmentioning

confidence: 99%

Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling

et al. 2022

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“…Therefore, many problems in problem solving teaching for preservice mathematics teachers need to be discussed in depth. Zsoldos-Marchis (2015) studied the effectiveness of collaborative problem solving in changing the attitudes of preservice elementary teachers toward mathematics. They found that students who used cooperative learning methods had statistically significant positive changes in their enjoyment of mathematics.…”

Section: Literature Reviewmentioning

confidence: 99%

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China

Jiang

Zhang²,

Jiang³

et al. 2022

Front. Psychol.

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Preservice mathematics teachers’ accurate understanding of mathematical problem solving and its teaching is key to the performance of their professional quality. This study aims to investigate preservice mathematics teachers’ understanding of problem solving and its teaching and compares it with the understanding of in-service mathematics teachers. After surveying 326 in-service mathematics teachers, this study constructs a reliable and valid tool for the cognition of mathematical problem solving and its teaching and conducts a questionnaire survey on 26 preservice mathematics teachers. Survey results reveal that preservice mathematics teachers have a good understanding of mathematical problem solving and its teaching and are more confident in the transfer value of problem solving ability. By contrast, in-service teachers are more optimistic that problem solving requires exploration, continuous thinking, and the participation of metacognition. This article concludes that preservice mathematics teachers should focus more on the initiative and creativity of students and put students at the center of education. In addition, teacher educators should provide more teaching practice opportunities for preservice teachers. The findings also show that in-service teachers’ understanding of problem solving and its teaching is inferior to that of preservice teachers on some indicators, implying the importance of post-service training for in-service teachers.

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“…Handful studies have been made to find out the factors affecting students' performance in the subject in both basic and tertiary educations (Peteros et al, 2019). Most of the studies found that students' performance in mathematics is influenced by students' attitude towards the subject, knowledge, teaching strategies, classroom environment, gender stereotypes (Mohamed et al, 2011;Zsoldos-Marchis, 2015;Acharya, 2017). Accordingly, there is limited interest that is focused on how the at-risk students in mathematics are coping and learning in a printed modular approach (Fong et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Academically Challenged Students in Mathematics in Modular Distance Learning

Torres¹

2022

ijcsrr

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This phenomenological study sought to explore the lived experiences of the low-performing students in terms of the benefits, challenges, and coping strategies in a modular distance learning modality. The focused group interview was used with the purposively chosen respondents and employed triangulation of data to validate their responses. Results show that flexibility of learning, self-paced learning, access to technology, and simplified concepts and outputs were the benefits of MDL. However, lack of interaction with teachers and procrastination are the common challenges that these students have encountered and tried to cope up with. They have adopted positive methods and strategies to manage their difficulty in learning mathematics like self-motivation, seeking support, online information sources, and time management have been essential in studying in this modality. Learning mathematics is formally learned best in school but some of the students displayed positive engagement with MDL and further research should be conducted in that regard.

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Changing Pre-service Primary-school Teachers’ Attitude Towards Mathematics by Collaborative Problem Solving

Cited by 10 publications

References 21 publications

Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling

Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China

Academically Challenged Students in Mathematics in Modular Distance Learning

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