Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1985
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED270247 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181600036356096 |
|---|---|
| author | Amodeo, Luiza B. Emslie, Julia Rosa |
| author_facet | Amodeo, Luiza B. Emslie, Julia Rosa Amodeo, Luiza B. Emslie, Julia Rosa |
| collection | Education Resources Information Center |
| contents | Effects of a Mathematics Intervention Program on the Computational Skills and Attitudes of Preservice Elementary and Secondary Teachers. Amodeo, Luiza B. Emslie, Julia Rosa Achievement Gains Anglo Americans Attitude Change Comparative Analysis Cultural Differences Elementary School Mathematics Females Higher Education Hispanic Americans Intervention Mathematics Anxiety Mathematics Instruction Mathematics Skills Preservice Teacher Education Secondary School Mathematics Sex Differences Student Teachers Mathematics anxiety and competence of 57 Anglo and Hispanic pre-service teachers were measured before and after a 30-hour workshop using the training program EQUALS. Students were divided into three groups: elementary, secondary, and library media. Students in the library media class served as the control group; the other two groups were the experimental groups. Information was gathered on the students' sex, ethnicity, age, college grade point average, and ACT math score. Before beginning student teaching assignments, students were given mathematics and attitudinal pretests and participated in a series of activities leading from single computational problems to more complicated word problems. The EQUALS program emphasized problems solving and group interaction. Post-tests were administered at the end of the student teaching assignments. Anxiety levels did not change, but mathematical competence increased for the group as a whole. Hispanic students showed higher anxiety levels and lower performance levels on both pre- and post-tests. No significant correlation was found between math performance and anxiety level. The success of the EQUALS program for increased mathematical competence was demonstrated for Hispanics and Anglos, males and females. Appendices contain most frequently missed mathematical test questions and samples of mathematical test questions. (LFL) |
| format | Recurso educativo Open Access |
| id | eric_ED270247 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1985 |
| record_format | eric |
| spellingShingle | Effects of a Mathematics Intervention Program on the Computational Skills and Attitudes of Preservice Elementary and Secondary Teachers. Amodeo, Luiza B. Emslie, Julia Rosa Achievement Gains Anglo Americans Attitude Change Comparative Analysis Cultural Differences Elementary School Mathematics Females Higher Education Hispanic Americans Intervention Mathematics Anxiety Mathematics Instruction Mathematics Skills Preservice Teacher Education Secondary School Mathematics Sex Differences Student Teachers Effects of a Mathematics Intervention Program on the Computational Skills and Attitudes of Preservice Elementary and Secondary Teachers. Amodeo, Luiza B. Emslie, Julia Rosa Achievement Gains Anglo Americans Attitude Change Comparative Analysis Cultural Differences Elementary School Mathematics Females Higher Education Hispanic Americans Intervention Mathematics Anxiety Mathematics Instruction Mathematics Skills Preservice Teacher Education Secondary School Mathematics Sex Differences Student Teachers Mathematics anxiety and competence of 57 Anglo and Hispanic pre-service teachers were measured before and after a 30-hour workshop using the training program EQUALS. Students were divided into three groups: elementary, secondary, and library media. Students in the library media class served as the control group; the other two groups were the experimental groups. Information was gathered on the students' sex, ethnicity, age, college grade point average, and ACT math score. Before beginning student teaching assignments, students were given mathematics and attitudinal pretests and participated in a series of activities leading from single computational problems to more complicated word problems. The EQUALS program emphasized problems solving and group interaction. Post-tests were administered at the end of the student teaching assignments. Anxiety levels did not change, but mathematical competence increased for the group as a whole. Hispanic students showed higher anxiety levels and lower performance levels on both pre- and post-tests. No significant correlation was found between math performance and anxiety level. The success of the EQUALS program for increased mathematical competence was demonstrated for Hispanics and Anglos, males and females. Appendices contain most frequently missed mathematical test questions and samples of mathematical test questions. (LFL) |
| title | Effects of a Mathematics Intervention Program on the Computational Skills and Attitudes of Preservice Elementary and Secondary Teachers. |
| topic | Achievement Gains Anglo Americans Attitude Change Comparative Analysis Cultural Differences Elementary School Mathematics Females Higher Education Hispanic Americans Intervention Mathematics Anxiety Mathematics Instruction Mathematics Skills Preservice Teacher Education Secondary School Mathematics Sex Differences Student Teachers |
| url | https://eric.ed.gov/?id=ED270247 |