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dc.contributor.authorGiles, Rhiannon Mignon
dc.contributor.supervisorBarry Fraser
dc.date.accessioned2019-07-05T03:17:03Z
dc.date.available2019-07-05T03:17:03Z
dc.date.issued2019en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11937/75948
dc.description.abstract

With a sample of 221 year 9 students from South Australia, six aspects of classroom environment (student cohesiveness, teacher support, involvement, task orientation, cooperation and equity) were related to several aspects of students’ attitudes to mathematics. Two different methods of analysis identified moderate and positive associations between classroom environment and attitudes. In particular, classroom involvement and task orientation were linked with students enjoying mathematics more and having more-positive attitudes to mathematical inquiry.

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dc.publisherCurtin Universityen_US
dc.titleLearning Environment and Attitudes in Middle School Mathematicsen_US
dc.typeThesisen_US
dcterms.educationLevelScEdDen_US
curtin.departmentScience and Mathematics Education Centreen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US


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