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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Yea-Ling Tsao
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DOI:10.17265/2161-623X/2018.1.001
Affiliation(s)
Minnesota State University, Mankato, USA
ABSTRACT
The purpose of this study is to investigate the attitude toward
geometry of pre-service
elementary school teachers and to explore the effects of the constructivist instructional-based
mathematics course on the attitude. The math course used in this research is taught
in a constructivist manner. A constructivist instructional-based mathematics course
was designed to utilize hands-on activities, manipulatives, problem-solving approaches, and
cooperative learning environment. In the beginning of the semester, an instrument, Utley Geometry Attitude
Scales (UGAS), used to collect data.
At the end of the semester, the UGAS was re-administered to the two classes by the researcher. The t-test results indicated that there was a
statistically significant difference of the
UGAS mean score between the pre- and post- test (p =
0.001), at the 0.01 significance level. Using a = 0.01 as the pre-study determined level of testing, there was sufficient evidence
to reject the null hypothesis, regarding differences in the measure of pre-service elementary school
teachers’ attitudes toward geometry collected at the beginning and end of the constructivist
instructional methods based on mathematics course.
Furthermore, the t-test results indicated that there was a
statistically significant difference of the UGAS sub-scale mean score between the pre- and post-
test (p = 0.001), at the 0.01 significance
level. Using a = 0.01 as the pre-study determined
level of testing, students demonstrated the significant change in UGAS sub-scales. The results clearly show an improved attitude toward geometry. This
study demonstrated that constructivist instructional-based mathematics course had
improved the attitude toward geometry. The National Council of Teachers of Mathematics (NCTM) has established goals involving students’ dispositions toward mathematics
that include value, self-confidence, and interest. By studying pre-service elementary
teachers’ attitudes toward geometry and the experiences that have played a crucial
role in the development of these attitudes, teacher educators can use this information
to develop training programs aimed at improving these attitudes.
KEYWORDS
attitudes, geometry, pre-service teachers, constructivist, hands-on activities, manipulatives
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