Thinking mathematically : a framework for developing positive attitudes amongst undergraduates

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Abstract

This thesis tests the hypothesis that problem-solving activities caused positive changes
in students attitudes towards mathematics. A pilot test, carried out in a problem-solving
course at the University of Warwick, tested possible questions that would indicate
change of attitudes. The findings indicate that the course affected students attitudes to
mathematics in what was considered a positive manner.
Using that experience gained through the pilot study, the main study was carried out at
Universiti Teknologi Malaysia (UTM) in which data was collected from 44 students
who took the course in problem-solving taught by the researcher. A pre-test, post-test
and a delayed post-test (six months later) were administered, which included interviews
with selected students and staff. To establish what might be considered a positive
change, the staff at the Mathematics Department were asked what attitudes they would
expect students have as a result of the mathematics teaching at the University, and then
specify the attitudes they would prefer students to have. The direction of change
between the two responses were considered to be positive, and this is defined as the
"desired direction of change". The results show that the problem-solving course
affected students attitudes such that the change, identified as the difference between pretest
and post-test results, was largely in the desired direction of change. However,
when students return to normal mathematics lectures many of the indicators reverted in
the opposite direction; away from what the staff preferred.

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