Location of Repository

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 co-operative problem-solving 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 problem-solving 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. \u

Topics:
LB2300

Publisher: Springer Netherlands

Year: 1998

OAI identifier:
oai:wrap.warwick.ac.uk:469

Provided by:
Warwick Research Archives Portal Repository

- (1988). Cognitive and Metacognitive Shifts’, in A. Borbás (Ed.),
- (1993). Diagnosing Students' Difficulties in Learning Mathematics’.
- (1994). Even Good Calculus Students Can’t Solve Nonroutine Problems’,
- (1989). Historical Perspectives on Problem Solving in the Mathematics Curriculum’, in R. Charles &
- (1987). Humanities Students and Epistemological Obstacles Related to Limits’.
- (1979). Intelligence, Learning and Action,
- (1985). Mathematical Problem Solving.
- (1991). Models of Limits Held by College Calculus Students’,
- (1956). Nonparametric Statistics for the Behavioral Sciences, McGraw-Hill,
- (1988). Student-sensitive Teaching at the Tertiary Level: A Case Study’,
- (1990). Teaching Students to Appreciate Mathematics’,
- (1987). The Use of Explicitly Introduced Vocabulary in Helping Students to Learn, and Teachers to Teach in Mathematics’,
- (1982). Thinking Mathematically,
- (1987). What’s All the Fuss about Metacognition?’,

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.