Learning Environment, Attitudes and Conceptual Development Associated with Innovative Strategies in Middle-School Mathematics

Autor/inn/en	Ogbuehi, Philip I.; Fraser, Barry J.
Titel	Learning Environment, Attitudes and Conceptual Development Associated with Innovative Strategies in Middle-School Mathematics
Quelle	In: Learning Environments Research, 10 (2007) 2, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-007-9026-z
Schlagwörter	Educational Strategies; Constructivism (Learning); Experimental Groups; Control Groups; Student Attitudes; Mathematics Achievement; Validity; Factor Structure; Urban Areas; Concept Formation; Middle Schools; Classroom Environment; Correlation; Questionnaires; California; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Lehrstrategie; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gültigkeit; Faktorenstruktur; Urban area; Stadtregion; Concept learning; Begriffsbildung; Middle school; Mittelschule; Mittelstufenschule; Klassenklima; Unterrichtsklima; Korrelation; Fragebogen; Kalifornien
Abstract	This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students' attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment Survey (CLES), What Is Happening In this Class? (WIHIC) questionnaire and Test of Mathematics Related Attitudes (TOMRA). Data analyses supported the factor structure, internal consistency reliability, discriminant validity and the ability to distinguish between different classes for these questionnaires when used with middle-school mathematics students in California. The effectiveness of the innovative instructional strategy was evaluated in terms of classroom environment and attitudes to mathematics for the whole sample, as well as for mathematics achievement for a subgroup of 101 students. A comparison of an experimental group which experienced the innovative strategy with a control group supported the efficacy of the innovative teaching methods in terms of learning environment, attitudes and mathematics concept development. Also associations were found between perceptions of classroom learning environment and students' attitudes to mathematics and conceptual development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10