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A comparative study of attitudes tow...

Chen, Guangzhoug.

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A comparative study of attitudes toward mathematics between selected Chinese high school students and United States high school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative study of attitudes toward mathematics between selected Chinese high school students and United States high school students./
作者:	Chen, Guangzhoug.
面頁冊數:	171 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3861.
Contained By:	Dissertation Abstracts International57-09A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9705647
ISBN:	9780591125924

A comparative study of attitudes toward mathematics between selected Chinese high school students and United States high school students.
Chen, Guangzhoug.

A comparative study of attitudes toward mathematics between selected Chinese high school students and United States high school students. - 171 p.

Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3861.

Thesis (Ph.D.)--The University of Toledo, 1996.

This study was designed to investigate differences in mathematics attitudes between the U.S. high school students and Chinese high school students. Researches have indicated that student attitudes toward mathematics positively affect the mathematics achievement and conversely. The thrust of this study was to investigate differences of mathematics attitudes between the two countries' students. In addition influences on mathematics attitudes by student gender and different mathematics curricula were also studied.

ISBN: 9780591125924Subjects--Topical Terms:

641129
Mathematics education.

A comparative study of attitudes toward mathematics between selected Chinese high school students and United States high school students.
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100 1 $a Chen, Guangzhoug. $3 3187368
245 1 2 $a A comparative study of attitudes toward mathematics between selected Chinese high school students and United States high school students.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3861.
500 $a Adviser: Anthula Natsoulas.
502 $a Thesis (Ph.D.)--The University of Toledo, 1996.
520 $a This study was designed to investigate differences in mathematics attitudes between the U.S. high school students and Chinese high school students. Researches have indicated that student attitudes toward mathematics positively affect the mathematics achievement and conversely. The thrust of this study was to investigate differences of mathematics attitudes between the two countries' students. In addition influences on mathematics attitudes by student gender and different mathematics curricula were also studied.
520 $a One hundred twenty-nine U.S. twelfth grade students and 130 Chinese last-year high school students participated in this study. Numbers of males and females in both countries were approximately equal. There were three different college-major-intentions among the participants: students who had planned to enter college and intended to choose science-engineering majors students who had planned to enter college and intended to choose humanity-social studies majors, and students who did not make their intention known when they participated in this study.
520 $a The conclusions of this study were: Chinese students more highly valued the topics and activities included in the school mathematics curriculum, saw them less difficult and more enjoyable, and perceived a higher expectation and more support in mathematics study from their parents. U.S. students felt more confident in their mathematics ability and had less mathematics anxiety than did the Chinese students. U.S. students showed more positive attitudes toward computers and calculators, the Chinese students appeared vague with regard to the role of calculators and computers in mathematics study. The female students held as positive attitudes toward mathematics as the males, and they had a more positive view of women and mathematics than did their male classmates. Students who had planned to enter college and intended to choose science-engineering majors held more positive attitudes toward mathematics in almost all aspects.
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