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    Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development

    Access Status
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    Authors
    Spinner, Howard
    Fraser, Barry
    Date
    2005
    Type
    Journal Article
    
    Metadata
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    Citation
    Spinner, H. and Fraser, B. 2005. Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development. International Journal of Science and Mathematics Education. 3 (2): pp. 267-293.
    Source Title
    International Journal of Science and Mathematics Education
    DOI
    10.1007/s10763-004-6531-8
    ISSN
    15710068
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/36553
    Collection
    • Curtin Research Publications
    Abstract

    Dull classroom environments, poor students’ attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.

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