Inquiry-Based Mathematics Education and Attitudes towards Mathematics: Tracking Profiles for Teaching
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| Title: | Inquiry-Based Mathematics Education and Attitudes towards Mathematics: Tracking Profiles for Teaching |
|---|---|
| Language: | English |
| Authors: | Inés M. Gómez-Chacón (ORCID |
| Source: | Mathematics Education Research Journal. 2024 36(3):715-743. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Inquiry, Mathematics Education, Secondary School Mathematics, Secondary School Students, Student Attitudes, Profiles, Self Concept, Mathematics Skills, Competence |
| DOI: | 10.1007/s13394-023-00468-8 |
| ISSN: | 1033-2170 2211-050X |
| Abstract: | Research on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an insight to support further investigations on the relationships between attitudes towards mathematics and inquiry-based learning approaches. Thus, this study adopts a descriptive research design where no variables are manipulated but observed and measured in order to identify changes depicted in data collection. An instructional design focusing on the nature of mathematical inquiry is carried out with the participation of 304 secondary and high school students, and a clustering approach is used to look at how participants are grouped around certain attitudinal profiles before and after such mathematical practice. The results show how the heterogeneity of attitudinal profiles present in the classroom evolves positively in terms of perceived usefulness of mathematics and mathematical self-concept as perception of competence in mathematics. This fact provides some basis that might be used for further research on the idea that certain forms of development in "inquiry-based mathematics education (IBME)" based on greater immersion in the nature and culture of mathematics can help students to improve their attitudes towards mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441564 |
| Database: | ERIC |
| Abstract: | Research on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an insight to support further investigations on the relationships between attitudes towards mathematics and inquiry-based learning approaches. Thus, this study adopts a descriptive research design where no variables are manipulated but observed and measured in order to identify changes depicted in data collection. An instructional design focusing on the nature of mathematical inquiry is carried out with the participation of 304 secondary and high school students, and a clustering approach is used to look at how participants are grouped around certain attitudinal profiles before and after such mathematical practice. The results show how the heterogeneity of attitudinal profiles present in the classroom evolves positively in terms of perceived usefulness of mathematics and mathematical self-concept as perception of competence in mathematics. This fact provides some basis that might be used for further research on the idea that certain forms of development in "inquiry-based mathematics education (IBME)" based on greater immersion in the nature and culture of mathematics can help students to improve their attitudes towards mathematics. |
|---|---|
| ISSN: | 1033-2170 2211-050X |
| DOI: | 10.1007/s13394-023-00468-8 |
