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EJ964706 - The Association between Mathematics Pedagogy and Learners' Dispositions for University Study

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ERIC #:	EJ964706
Title:	The Association between Mathematics Pedagogy and Learners' Dispositions for University Study
Authors:	Pampaka, Maria; Williams, Julian; Hutcheson, Graeme; Wake, Geoff; Black, Laura; Davis, Pauline; Hernandez-Martinez, Paul
Descriptors:	Mathematics Education; Educational Change; Correlation; Student Interests; Mathematics; Regression (Statistics); Models; STEM Education; Outcomes of Education; Academic Achievement; Mathematics Achievement; Case Studies; Teaching Methods; Measures (Individuals); Student Attitudes
Source:	British Educational Research Journal, v38 n3 p473-496 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	24
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	We address the current concerns about teaching-to-the-test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of "transmissionist" pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers' self-reported pedagogy. We then use this measure in combination with the students' survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students' mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda. (Contains 7 notes, 4 figures and 7 tables.)
Abstractor:	As Provided
Reference Count:	59

Note:	N/A
Identifiers:	England
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0141-1926
Audiences:	N/A
Languages:	English
Education Level:	High Schools; Higher Education; Postsecondary Education; Secondary Education
Direct Link:	http://dx.doi.org/10.1080/01411926.2011.555518

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