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Changing attitudes to university mathematics through problem solving
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Yusof , Yudariah bt. Mohammad and Tall, David. (1998) Changing attitudes to university mathematics through problem solving. Educational Studies in Mathematics, Vol.37 (No.1). pp. 6782. ISSN 00131954

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Official URL: http://dx.doi.org/10.1023/A:1003456104875
Abstract
University mathematics is often presented in a formal way that causes many students to cope by memorising what they perceive as a fixed body of knowledge rather than learning to think for themselves. This research studies the effects on students' attitudes of a course encouraging cooperative problemsolving and reflection on the thinking activities involved. The attitudinal questionnaire was shown to the students' teachers who were asked to specify the attitudes they expect from their students and the attitudes they prefer. This was used to give a ‘desired direction of change’ from expected to preferred. Before the course, half the students responded that university mathematics did not make sense. A majority declared negative attitudes such as anxiety, fear of new problems and lack of confidence. During the problemsolving course the changes were almost all in the desired direction. During the following six months of standard mathematics lecturing, almost all changes were in the opposite direction.
Item Type:  Journal Article 

Subjects:  L Education > LB Theory and practice of education > LB2300 Higher Education 
Divisions:  Faculty of Social Sciences > Institute of Education 
Library of Congress Subject Headings (LCSH):  Mathematics  Study and teaching, Problem solving  Study and teaching, Education, higher 
Journal or Publication Title:  Educational Studies in Mathematics 
Publisher:  Springer Netherlands 
ISSN:  00131954 
Date:  October 1998 
Volume:  Vol.37 
Number:  No.1 
Page Range:  pp. 6782 
Identification Number:  10.1023/A:1003456104875 
Status:  Peer Reviewed 
Access rights to Published version:  Open Access 
Funder:  Universiti Teknologi Malaysia , Malaysia 
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URI:  http://wrap.warwick.ac.uk/id/eprint/469 
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