The Mathematics Emporium Model and Psychosocial Factors of Learning in College Algebra
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Tarih
2020
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
In this manuscript, changes in psychosocial factors of learning were examined in two forms ofcollege algebra: traditionally-taught and redesigned using Math Emporium model. Sample of thisquasi experimental quantitative study in which experiment-control group pretest-posttest design isused consists of 224 students. Results of the study revealed that attitudes toward technologysupported mathematics, beliefs about being able to do mathematics, and overall attitudes towardmathematics changed significantly in both educational settings. Attitudes toward mathematics,extrinsic motivation to learn mathematics, and satisfaction from mathematics learning experiences,from technology-supported mathematics, and from mathematics instruction changed significantly inredesigned sessions throughout the semester. Attitudes toward mathematics and attitudes towardtechnology-supported mathematics were significantly different when traditionally-taught and theredesigned college algebra sessions compared.
Açıklama
Anahtar Kelimeler
Kaynak
Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
3
