View in EDS HTML Full Text PDF Full Text

The Effect of a Modified Moore Method on Attitudes and Beliefs in Precalculus.

Saved in:
Bibliographic Details
Title: The Effect of a Modified Moore Method on Attitudes and Beliefs in Precalculus.
Authors: Bailey, Brad1, Cooper, Thomas E.1, Briggs, Karen S.1
Source: School Science & Mathematics. Oct2012, Vol. 112 Issue 6, p377-383. 7p.
Subject Terms: *Mathematics education, *Teaching methods, *Student attitudes, *Student-centered learning, Precalculus
Abstract: As part of a study on the effects of teaching with a Modified Moore Method (MMM), a survey containing 20 items from Schoenfeld's (1989) investigation of attitudes and beliefs about mathematics was administered to students in undergraduate precalculus classes. The study included one section of precalculus taught with an MMM, a student-centered and inquiry-based teaching method, and two sections taught using traditional lecture methods. The survey was administered one week into the semester, following the drop/add date, and during the last week of classes. In this paper, we discuss the findings of the attitudes and beliefs portions of the survey and correlations with scores on a common final exam. We looked for differences between the MMM and traditional sections as well as gender differences. There were only a few differences in the attitudes and beliefs among the students, although there were more changes for females than males and all the significant differences were positive. The correlation between attitudes and beliefs and final exam scores was much stronger in the traditionally taught classes than in the MMM class. When separated by gender, only the reported attitudes and beliefs of the females in the traditional class significantly correlated with final exam scores. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 82051783
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of a Modified Moore Method on Attitudes and Beliefs in Precalculus.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bailey%2C+Brad%22">Bailey, Brad</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cooper%2C+Thomas+E%2E%22">Cooper, Thomas E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Briggs%2C+Karen+S%2E%22">Briggs, Karen S.</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Oct2012, Vol. 112 Issue 6, p377-383. 7p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br /><searchLink fieldCode="DE" term="%22Precalculus%22">Precalculus</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As part of a study on the effects of teaching with a Modified Moore Method (MMM), a survey containing 20 items from Schoenfeld's (1989) investigation of attitudes and beliefs about mathematics was administered to students in undergraduate precalculus classes. The study included one section of precalculus taught with an MMM, a student-centered and inquiry-based teaching method, and two sections taught using traditional lecture methods. The survey was administered one week into the semester, following the drop/add date, and during the last week of classes. In this paper, we discuss the findings of the attitudes and beliefs portions of the survey and correlations with scores on a common final exam. We looked for differences between the MMM and traditional sections as well as gender differences. There were only a few differences in the attitudes and beliefs among the students, although there were more changes for females than males and all the significant differences were positive. The correlation between attitudes and beliefs and final exam scores was much stronger in the traditionally taught classes than in the MMM class. When separated by gender, only the reported attitudes and beliefs of the females in the traditional class significantly correlated with final exam scores. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=82051783
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/j.1949-8594.2012.00152.x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 377
    Subjects:
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Student-centered learning
        Type: general
      – SubjectFull: Precalculus
        Type: general
    Titles:
      – TitleFull: The Effect of a Modified Moore Method on Attitudes and Beliefs in Precalculus.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bailey, Brad
      – PersonEntity:
          Name:
            NameFull: Cooper, Thomas E.
      – PersonEntity:
          Name:
            NameFull: Briggs, Karen S.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2012
              Type: published
              Y: 2012
          Identifiers:
            – Type: issn-print
              Value: 00366803
          Numbering:
            – Type: volume
              Value: 112
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: School Science & Mathematics
              Type: main
ResultId 1