Attitudes regarding Perceived Values and Usefulness of Mathematics in a Community College Mathematical Literacy Course
As the nation seeks for new and efficient ways to address the high failing rate in developmental mathematics, many community colleges have begun experimenting with alternative design for remedial mathematics sequences. One approach was to implement mathematical literacy in their program, focusing on quantitative reasoning. The mathematics literacy course involved in this study is MAT 41, “an innovative remedial mathematics course designed to prepare and move students to college-level work more quickly” (Carnegie Foundation, n.d.). The drive of this study was to observe and evaluate learner attitudes regarding perceived values and usefulness mathematics in a community college mathematical literacy course using a mixed method approach. Two groups of students who were in need of basic skills in mathematics at the level of remediation were surveyed, one group taking mathematical literacy courses and another group taking algebra courses. To measure students’ growth in the perceived value and usefulness of mathematics, quantitative data were collected with a pre- and post-mathematics attitudes survey from the mathematical literacy course and the elementary algebra course. In addition, qualitative data were gathered with an open-ended question administered to participants in the mathematical literacy sections during the last week of the semester. Findings from the quantitative data revealed statistically significant effects for participants in the mathematical literacy course compared to their counterparts in the elementary algebra course in attitudes regarding the perceived value and usefulness of mathematics. Qualitative data were aligned with the findings from the quantitative data and indicated participants’ positive views on the usefulness of the mathematical literacy course, and improvement of their attitudes regarding mathematics.
Attitudes regarding Perceived Values and Usefulness of Mathematics in a Community College Mathematical Literacy Course
As the nation seeks for new and efficient ways to address the high failing rate in developmental mathematics, many community colleges have begun experimenting with alternative design for remedial mathematics sequences. One approach was to implement mathematical literacy in their program, focusing on quantitative reasoning. The mathematics literacy course involved in this study is MAT 41, “an innovative remedial mathematics course designed to prepare and move students to college-level work more quickly” (Carnegie Foundation, n.d.). The drive of this study was to observe and evaluate learner attitudes regarding perceived values and usefulness mathematics in a community college mathematical literacy course using a mixed method approach. Two groups of students who were in need of basic skills in mathematics at the level of remediation were surveyed, one group taking mathematical literacy courses and another group taking algebra courses. To measure students’ growth in the perceived value and usefulness of mathematics, quantitative data were collected with a pre- and post-mathematics attitudes survey from the mathematical literacy course and the elementary algebra course. In addition, qualitative data were gathered with an open-ended question administered to participants in the mathematical literacy sections during the last week of the semester. Findings from the quantitative data revealed statistically significant effects for participants in the mathematical literacy course compared to their counterparts in the elementary algebra course in attitudes regarding the perceived value and usefulness of mathematics. Qualitative data were aligned with the findings from the quantitative data and indicated participants’ positive views on the usefulness of the mathematical literacy course, and improvement of their attitudes regarding mathematics.
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- Yayın Aralığı: Yılda 4 Sayı
- Başlangıç: 2014
- Yayıncı: Ercan MASAL
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