| Autor: |
Shelly L. Wismath, Alyson Worrall |
| Jazyk: |
angličtina |
| Rok vydání: |
2015 |
| Předmět: |
|
| Zdroj: |
Numeracy, Vol 8, Iss 1, p 9 (2015) |
| Druh dokumentu: |
article |
| ISSN: |
1936-4660 |
| DOI: |
10.5038/1936-4660.8.1.9 |
| Popis: |
Although mathematical and quantitative reasoning skills are an essential part of adult life in our society, many students arrive at post-secondary education without such skills. Taking a standard mathematics course such as calculus may do little to improve those skills. Using a modification of the Tapia & Marsh questionnaire, we surveyed 62 students taking a broad quantitative reasoning course designed to develop quantitative skills, with respect to two broad attitudinal areas: students’ perception of their own ability, confidence and anxiety, and their perception of the value of mathematics in their studies and their lives. Pre- to post-course comparisons were done by both paired t-tests and Wilcoxon signed-rank tests. Our results showed a significant increase in confidence and decrease in anxiety, while perception of the value of mathematics was already high and changed little by the end of the course. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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