Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지

Impact of Inquiry-Based Teaching on Student Attitude toward Mathematics

  • Kim, Taik-H. (College of Education & Human Ecology, Ohio State University Marion) ;
  • Pan, Wei (College of Education, Criminal Justice and Human Services, University of Cincinnati)
  • Received : 2010.08.10
  • Accepted : 2010.09.24
  • Published : 2010.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).

Keywords

References

  1. Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics, 29(1), 41-62. ME 1998e.03309 ERIC EJ558834 https://doi.org/10.2307/749717
  2. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  3. Duffy, T. & Cunningham, D. (1996). Constructivism: Implication for the design and delivery of instruction. In: D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 170-195). New York: Macmillan.
  4. Fennema, E. & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Education Research Journal, 14(1), 51-71. ERIC EJl68852 https://doi.org/10.3102/00028312014001051
  5. Fennema, E. & Sherman, J. (2004). Sex-related differences in mathematics achievement, spatial visualization and affective factors. In: Thomas P., Carpenter et al. (Eds.), Classics in mathematics education research. (pp. 27-39). Reston, VA: NCTM. ME 2006a.00384
  6. Gersten, R.; Taylor, R. & Graves, A. (1999). Direct instruction and diversity. Upper Saddle River, NJ: Merrill/Prentice Hall.
  7. Hair, J. F.; Anderson, R. E.; Tatham, R. L. & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  8. Martin, R.; Sexton, C.; Wagner, K. & Gerlovich, J. (1997). Teaching science for all children. Boston: Allyn and Bacon.
  9. McNair, R. E. (2000). Life outside the mathematics classroom: Implications for mathematics teaching reform. Urban Education, 34(5), 550-570. ME 2000e.03190 ERIC EJ600550 https://doi.org/10.1177/0042085900345002
  10. Mertler, C. A. & Vannatta, R. A. (2001). Advanced and multivariate statistical methods. Los Angeles: Pyrczak Publishing.
  11. National Assessment of Educational Progress. (2005). The nation's report card. Retrieved September 1, 2005, from http://nces.ed.gov/nationsreportcard/.
  12. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Retrieved September 20,2005, from http://standards,nctm.org/document/chapter7/ comm.htm.
  13. Papanastasiou, C. (2000). Effects of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation, 26(1), 27-42. ME 2001b.01147 ERIC EJ605934 https://doi.org/10.1016/S0191-491X(00)00004-3
  14. Portal, J. & Sampson, L. (2001). Improving high school students' mathematics achievement through the use of motivational strategies. Chicago, Saint Xavier University. ERIC ED460854
  15. Raudenbush, S. W. & Bryk, A. (2002). Raudenbush: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage Publications.
  16. Silver, E. A. & Stein, M. K. (1996). The QUASAR project: The "revolution of the possible" in mathematics instructional reform in urban middle schools. Urban Education, 30(4), 476-521. ME 1996e.02938 ERIC EJ519260 https://doi.org/10.1177/0042085996030004006
  17. Slavin, R.; Madden, N.; Dolan, L. & Wasik, B. (1994). Roots and wings: Inspiring academic excellence. Educational Leadership 52, 10-14.
  18. Stanley, O. & McCoy, L. P. (2004). A study of attitude toward mathematics and its relationship to ethnicity and gender. Retrieved March 03,2005 from http://www. wfu. edu/education/ gradtea/forum04/procee04.pdf
  19. Tapia, M. & Marsh, G. E., II. (2000). Effect of gender, achievement in mathematics, and ethnicity on attitudes toward mathematics. Paper presented at the Annual Meeting of the Mid-South Educational Research Association. Bowling Green, KY. ERIC ED449044
  20. Tymms, P.; Merrell, C. & Henderson, B. (1997). The first year at school: A quantitative investigation of the attainment and progress of pupils. Educational Research and Evaluation 3(2), 101- 118. ERIC EJ571253 https://doi.org/10.1080/1380361970030201
  21. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research 54(2),143-178. ERIC EJ307800
  22. Walker, E. N. & McCoy, L. P. (1997). Students' voices: African Americans and mathematics. In: J. Trentacosta & M. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (pp. 71-80). Reston, VA: National Council of Teachers of Mathematics.
  23. Zahorik, J. (1996). Elementary and secondary teachers' reports of how they make learning interesting. The Elementary School Journal 96(5), 551-564. https://doi.org/10.1086/461844