This paper has researched the relationship between achieyement motive, the attitude of Mathematical study and studnts' matliematcal studies achievement by usiug inyestigating──statistics analying method.
The measures attach more importance to the mathematical study of female students, including: developing their interests of mathematical study, nurturing the ability in generalization, forming flexibility in way of thought, improving capability to deal with abstract problems, what is more, making good use of spare time to promote themselves.
The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective.
Result shows that this teaching model plays a vital role in arousing students' interest in mathematics, improving their ability to pose problems and upgrading their mathematics learning ability as well.
From formal standards to everyday practice of mathematics learning
The participation of students in processes of collective argumentation is seen as a fundamental condition for enabling mathematics learning in classroom settings.
Within this project a new mathematics learning software has been developed.
As part of a large scale mathematics study, students were asked to make up a mathematics problem that would be difficult for a friend to solve.
The present study utilised the Second IEA Mathematics Study data (N=5644) to examine which of the ten measured attitude dimensions are pertinent in explaining mathematics achievement variance of Form One students in Hong Kong.
Data were collected using a part of the Teacher General Classroom Process Questionnaire (Grade 8) of the Second IEA Mathematics Study.
Elementary Teacher Talk in Mathematics Study Groups
The trialledscales complement others already developed thatreflect affective variation in students'mathematics study.