dc.contributor.author |
Miller-Reilly, Barbara Joy |
en |
dc.date.accessioned |
2006-11-30T01:19:47Z |
en |
dc.date.available |
2006-11-30T01:19:47Z |
en |
dc.date.issued |
2006 |
en |
dc.identifier.citation |
Thesis (PhD--Mathematics Education)--University of Auckland, 2006. |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/42 |
en |
dc.description.abstract |
A case study approach was used to explore second-chance mathematics
through two larger courses and one individual study program. A different
teaching approach, by committed experienced teachers, was used in each
course. In evaluating their effectiveness, I focused on affective change in the
students, relating this to their achievement. This study contributes to research
on understanding good teaching of mathematics to adults.
Qualitative and quantitative data were collected over several years. Methods
included: a questionnaire (including mathematics attitude and belief scales as
well as demographic and open questions); interviews with students to gather
more affective data and explore their reactions to the course approach; and the
individual supervised study course was audio-taped for six months. Teachers of
the larger courses were also interviewed about their goals for, and experiences
with, the students. These multiple strands of evidence provide a complex
overall picture of three, largely successful, teaching approaches. Each measure
had its own contribution to make, and taken together they illuminated the ways
in which affective change was related to ackevement in the three contexts.
The higher achieving groups in each of the two larger courses entered the
courses with more positive attitudes and beliefs than the lower achieving
groups and subsequent affective changes reinforced these differences. The
lower achieving groups completed the courses affectively worse off than when
they started,
Students' reactions to these approaches were compared and found to reflect the
nature of the approach. In addition to this finding, successhl students' beliefs
about mathematics changed in two of the courses. In the one-to-one course the
teacher focused initially on understanding the students' fear of mathematics
and early mathematical experiences. The student-focused teaching approach
trusted and encouraged the growth of ths student's mathematical thinking. Six
months later the student felt empowered and had come to believe that
mathematics as a creative and enjoyable process of discovering patterns. The
second course focused on the mathematization of realistic situations. Successful
students came to regard mathematics as useful, interesting, relating to real life.
Successful students in the third course appreciated the carefully structured
reintroduction to mathematics and were pleased they could finally do the
mathematics they hadn't been able to understand at high school. |
en |
dc.language.iso |
en |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA1582095 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.subject.other |
Education, Mathematics (0280) |
en |
dc.title |
Affective change in adult students in second chance mathematics courses : three different teaching approaches |
en |
dc.type |
Thesis |
en |
thesis.degree.discipline |
Mathematics Education |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.local.anzsrc |
01 - Mathematical Sciences |
en |
pubs.org-id |
Faculty of Science |
en |
dc.identifier.wikidata |
Q112868514 |
|