Attitude Towards Mathematics

هدف البحث إلى استكشاف فاعلية استخدام البرمجيات الديناميكية الهندسية في تدريس الهندسة الفراغية بالمرحلة الثانوية على التفكير الهندسي والاتجاه نحو الرياضيات، واستخدم البحث المنهج شبه التجريبي مع عينة من (50) طالب بالصف الثالث الثانوي قسموا لمجموعتين، (25) تجريبية، و(25) ضابطة، حيث درست المجموعة التجريبية موضوعات (القطوع المخروطية) باستخدام برنامج كابري ثلاثي الأبعاد (Cabri 3D)، ودرست المجموعة الضابطة بالأسلوب التدريسي المعتاد، وطبق على العينة مقياس فان هايل للتفكير الهندسي، ومقياس اتجاه نحو الرياضيات، واختبار تحصيلي قبلياً وبعدياً، وأشارت النتائج إلى تحديد مستوى التفكير الهندسي لعينة البحث بالمستوى الثالث (مستوى الاستدلال غير الشكلي) وفق تصنيف مستويات فان هايل، ووجود فاعلية للبرمجيات الديناميكية في تدريس الهندسة الفراغية في المرحلة الثانوية على التحصيل الدراسي، ولم تكن هناك فاعلية على التفكير الهندسي والاتجاه نحو الرياضيات. وقدم البحث عدد من التوصيات والمقترحات.
The Efficacy of Dynamic Geometry Software (Cabri-3D) in Teaching Spatial Geometry at High School on Geometrical Thinking and Attitude towards Mathematics.

Abstract:
This research aim's to explorer the Efficacy of Dynamic Geometry Software (Cabri-3D) in Teaching Spatial Geometry at High School on Geometrical Thinking and Attitude towards Mathematics. The research used the quasi experimental methodology with sample (50) high school students that’s divided equally to experimental group and control group. The experimental group studied with (Cabri- 3D) and the control group studied with normal teaching strategies. With pretest - posttest for; (van Hiele test, Attitude toward mathematics scale, Achievement test). The result revealed that the geometric level of the sample was the third level of van Hiele levels, there are Efficacy of Dynamic Geometry Software (Cabri-3D) in Teaching Spatial Geometry at High School on Achievement Spatial geometry, but there are no Efficacy on Geometrical Thinking and Attitude towards Mathematics. Suggestion and proposal were presented.

Key Words: Dynamic Geometry Software, Geometrical Thinking, Attitude towards Mathematics, Geometrical Teaching, High School Mathematics.

The study is an examination of the remedial students’ understanding of the usefulness of mathematics, perceptions on teacher's attitudes and mathematics as a male domain as predictors of their personal confidence in mathematics  in Taraba State University, Jalingo in Nigeria. The study adopted the quantitative survey design. The population of 1500 students in the School of Preliminary and General Studies, Taraba State University, Jalingo in Nigeria for the 2012/2013 academic session was used for the study. A sample of 300 students representing 20% was used in the study. Data were collected using an adapted questionnaire.  The findings show that students’ understanding about the usefulness of mathematics, perception of teacher's attitudes positively predicted their personal confidence about mathematics. However, perception of mathematics as a male domain did not predict personal confidence about mathematics. The prediction model accounted for 64.5% of the variance of students’ personal confidence about mathematics. It is recommended among others that teachers should ensure that students find and understand the application and everyday use of mathematics at secondary and sub-degree levels. This will go a long way to accelerate their self confidence which appears to be a pre-condition to students’ understanding of mathematics itself.

Purpose of current study was to investigate simple and multiple relations between mathematics' attitude, academic motivation and intelligence quotient with mathematics achievement. The Statistical population involved the entire Ardabil province' high schools students in 2008 (N = 33982). From these, 1670 students are selected as sample by using Cochran's formula and multiple cluster sampling. For gathering data, the following instrument is used. Raven IQ test (=0.86), Hermense Academic Achievement Test (=0.83), Moenikia mathematics attitude questionnaire (=0.79), and students' mathematics score in final exam. Correlation method was the research method. For data analysis, Pearson coefficient correlation and multiple regression in enter model were used. The Results showed that all of the variables correlate with together significantly. Mathematics' attitude, academic motivation, and intelligence quotient were predicator of mathematics achievement statistically significant.

The study takes the scale proposed by Galbraith and Hines (1998), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. A total of 303 questionnaires were applied to undergraduate students in Accounting, Management, Economy, International Commerce and Marketing. The statistical procedure was the factorial analysis with extracted principal component. The Hypothesis: Ho: ρ = 0 has no correlation Ha: ρ ≠0 have correlation. The results obtained by the Kaiser-Meyer-Olkin (KMO) and Bartlett's test of shpericity ( 2 calculated ) 92.902 >  2 tables , Sig. 0.00 p< 0.01 KMO 0.668; Measure sample adecuacy (MSA): (CONFIMA 0.682; MOTIMA 0.639; COMPROMA 0.716; CONFICOM 0.688 and INTEMACO 0.660) provide evidence to reject the nul hypothesis (Ho). Thus, the variables implicated Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer-Mathematics interaction and Mathematics engagement; help understand the student's attitude toward mathematics and technology.

The purpose of this research is to investigate the effect on students’ attitudes toward mathematics when cartoons
are used in teaching integers. The research was designed in the form of a pre-test and post-test with a
quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade
students attending an elementary school in Bolu during the 2008-2009 academic year. “Integers” were taught
during six weeks using seventeen cartoons developed for this study. 7 homogenous groups, each consisting of
four students sharing the same opinions, were utilized in order to facilitate more comprehensive discussion on
the concepts while at the same time encouraging them to question their own thinking patterns by creating a
social learning environment. Data was collected using a “Mathematics Attitude Scale” and through the written
opinions of the students concerning the implementation process. Whereas the quantitative data was analyzed
by performing a t-test for dependent and independent samples, the qualitative data was analyzed descriptively.
Furthermore, while the method of use of cartoons in teaching math lessons positively affected the interest in
the mathematics course, the perceived benefits of mathematics and the perceived mathematics achievement
levels, which are the sub-components of the attitude, compared to the conventional teaching, the conventional
teaching method led to a decline in students’ interest in the mathematics course. When the students were
asked to describe their feelings toward cartoon based teaching, they responded by saying that they enjoyed
the cartoons and that they increased their interest in the math lesson. In light of the findings of this study, the
researchers have developed suggestions for those who are to conduct further research on cartoons.

Educational Sciences: Theory & Practice - 13(4 ) • 2526-2534
©2013 Educational Consultancy and Research Center

Purpose of current study was to investigate simple and multiple relations between mathematics&#39; attitude, academic motivation and intelligence quotient with mathematics achievement. The Statistical population involved the entire Ardabil province&#39; high schools students in 2008 (N = 33982). From these, 1670 students are selected as sample by using Cochran&#39;s formula and multiple cluster sampling. For gathering data, the following instrument is used. Raven IQ test (=0.86), Hermense Academic Achievement Test (=0.83), Moenikia mathematics attitude questionnaire (=0.79), and students&#39; mathematics score in final exam. Correlation method was the research method. For data analysis, Pearson coefficient correlation and multiple regression in enter model were used. The Results showed that all of the variables correlate with together significantly. Mathematics&#39; attitude, academic motivation, and intelligence quotient were predicator of mathematics achievement statistically sign...

ÖZET: Bu çalışmanın amacı ilköğretim öğrencilerinin matematik dersine yönelik tutumları ile matematik başarı puanları arasındaki ilişkiyi ortaya çıkarmaktır. Çalışmanın örneklemini 9 Eylül İlkokulundan mezun olup 2006-2007 öğretim yılında Bayraktar Türk Maarif Kolejinin 7. sınıfında okuyan 29 kız 35 erkek toplam 64 öğrenci ile Yakın Doğu İlkokulundan mezun olup halen Yakın Doğu Kolejine devam eden 21 kız 25 erkek toplam 46 öğrenci oluşturmaktadır. Öğrencilerin matematik başarılarını tespit etmek amacıyla, 9 Eylül ilkokulu Bayraktar Türk Maarif Koleji, Yakın Doğu ilkokulu ve Yakın Doğu Koleji Müdürlüklerinden ilgili öğrencilerin matematik dersi karne notları alınmıştır. Çalışmada Aşkar (1986) tarafından geliştirilen likert türü 20 maddeden oluşan tutum ölçeği kullanılmıştır. Öğrencilerin matematik dersine yönelik tutumları ile ilgili verilerin analizinde yüzde (%) ortalama (), standart sapma (ss) kullanılmıştır. Verilerin çözümlenmesinde korelasyon analizi, t-testi kullanılmıştır. İstatistiksel önem düzeyi 0.05 olarak alınmıştır. Verilerin analizinde SPSS 12.0 paket programı kullanılmıştır. ABSTRACT: The aim of this study is to investigate the attitudes of the primary school students, towards mathematics according to various variables. The sample of the study is based on 29 girls and 35 boys giving the total of 64 children who have graduated from 9 Eylül Primary school and have enrolled to Bayraktar Türk Marif College in the year 2006-2007 and are now in seventh grade together with 21 girls and 25 boys giving the total of 46 children from Near East Primary school who are now in the Near East College. In order to reveal children's success in mathematics the principals from school have given us the opportunity to gain access to children marks based on their reports. In this study we have used the mathematics attitude scale which was developed by Aşkar (1986). To analyze the given variables based on the attitudes towards mathematics percentage (%) mean (), standart deviation (sd) was used. To be able to evaluate the variables; correlation analysis and t-test were used. The statistical significance level was given as 0.05. The SPSS 12.0 programme was used in the variables analysis.