Environment-Attitude Relationships: Girls in Inquiry-Based Mathematics Classrooms in the United Arab Emirates

Autor/inn/en	Robinson, Jennifer M.; Aldridge, Jill M.
Titel	Environment-Attitude Relationships: Girls in Inquiry-Based Mathematics Classrooms in the United Arab Emirates
Quelle	In: Learning Environments Research, 25 (2022) 3, S.619-640 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldridge, Jill M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09409-x
Schlagwörter	Foreign Countries; Females; Mathematics Instruction; Student Attitudes; Inquiry; Active Learning; Attitude Change; Mathematics Achievement; Teaching Methods; Correlation; Educational Environment; Learner Engagement; Mathematics Education; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Aktives Lernen; Attitudinal change; Einstellungsänderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathematische Bildung; Vereinigte Arabische Emirate
Abstract	Girls' attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls' perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N = 291) in four schools: one to assess students' perceptions of the learning environment and another to assess students' attitudes towards mathematics. Positive and statistically-significant (p < .01) associations emerged between learning environment factors important to an inquiry approach and students' attitudes. These findings provide important information about how IBL might improve girls' attitudes towards mathematics classes and whether IBL environments are related to their attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01