Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development

Autor/inn/en	Spinner, Howard; Fraser, Barry J.
Titel	Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development
Quelle	In: International Journal of Science and Mathematics Education, 3 (2005) 2, S.267-293 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-004-6531-8
Schlagwörter	Constructivism (Learning); Experimental Groups; Control Groups; Concept Mapping; Student Attitudes; Concept Formation; Grade 5; Classroom Environment; Mathematics Instruction; Mathematical Concepts; Educational Innovation; Program Effectiveness; Questionnaires; Surveys; Elementary School Students; Pretests Posttests; Case Studies; Observation; Interviews; Comparative Analysis + Suchen Sie Ihr Suchwort? Concept Map; Schülerverhalten; Concept learning; Begriffsbildung; School year 05; 5. Schuljahr; Schuljahr 05; Klassenklima; Unterrichtsklima; Mathematics lessons; Mathematikunterricht; Instructional innovation; Bildungsinnovation; Fragebogen; Survey; Umfrage; Befragung; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik
Abstract	Dull classroom environments, poor students' attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10