The Effect of Engaged Learning on Students' Acquisition of Geometric Concepts and Their Attitudes Toward Geometry
The Effect of Engaged Learning on Students' Acquisition of Geometric Concepts and Their Attitudes Toward Geometry

Author: Katie L. Koch

Publisher:

Published: 2003

Total Pages: 118

ISBN-13:

DOWNLOAD EBOOK

"This action research project investigated the achievements and attitudes of high school geometry students who were taught using an engaged learning method as opposed to those taught via a traditional method based on formal two-column proof. This quantitative project was completed at Prairie Ridge High School in Crystal Lake, Illinois (Community High School District #155). The researcher administered a pre-test, post-test, and a material retention test to both the control and experimental groups. Furthermore, pre- and post- attitudinal surveys were given to test the effect of the different teaching strategies on the students' attitudes towards mathematics. Analysis of the pre-test, post-test, material retention test, and pre- and post-attitudinal surveys revealed much of the data not to have statistical significance. Thus, it could not be claimed that the test scores of students taught geometric principles via engaged learning were significantly higher than those taught via traditional rote methods; nor was it shown that the attitude of such students were more positive. This lack of significance necessitates further study of the methods used to teach high school geometry."--Author's Abstract.

Geometry as Objective Science in Elementary School Classrooms
Geometry as Objective Science in Elementary School Classrooms

Author: Wolff-Michael Roth

Publisher: Routledge

Published: 2011-05-09

Total Pages: 341

ISBN-13: 1136732209

DOWNLOAD EBOOK

This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. These lifeworlds, though pre-geometric, are not without model objects that denote and come to anchor geometric idealities that they will understand at later points in their lives. Roth's analyses explain how geometry, an objective science, arises anew from the pre-scientific but nevertheless methodic actions of children in a structured world always already shot through with significations. He presents a way of understanding knowing and learning in mathematics that differs from other current approaches, using case studies to demonstrate contradictions and incongruences of other theories – Immanuel Kant, Jean Piaget, and more recent forms of (radical, social) constructivism, embodiment theories, and enactivism – and to show how material phenomenology fused with phenomenological sociology provides answers to the problems that these other paradigms do not answer.

Teaching for Understanding
Teaching for Understanding

Author: Timothy S. Garis

Publisher:

Published: 2001

Total Pages: 82

ISBN-13:

DOWNLOAD EBOOK

"This quantitative action research project investigated the application of engaged learning as an instructional strategy in a high school algebra class. The researcher measured acquisition of knowledge and attitude toward learning with an experimental group as compared to two control groups. The results suggested that all groups acquired factual knowledge; however, those involved in engaged learning made strong improvements in their attitudes toward math as indicated by the assessments."--Author's abstract.

From beliefs to dynamic affect systems in mathematics education
From beliefs to dynamic affect systems in mathematics education

Author: Birgit Pepin

Publisher: Springer

Published: 2014-10-21

Total Pages: 415

ISBN-13: 3319068083

DOWNLOAD EBOOK

This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?