Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology
Journal article, Peer reviewed
Published version
Åpne
Permanent lenke
http://hdl.handle.net/11250/2621484Utgivelsesdato
2012Metadata
Vis full innførselSamlinger
- Institutt for lærerutdanning [3374]
- Institutt for matematiske fag [2341]
- Publikasjoner fra CRIStin - NTNU [36890]
Originalversjon
Numeracy: Advancing Education in Quantitative Litracy. 2012, 5 (1), . 10.5038/1936-4660.5.1.4Sammendrag
This study from the Norwegian University of Science and Technology (NTNU) examines students’ learning goals and attitudes toward mathematics in a first-year calculus course in undergraduate engineering education. Achievement motivation research using the Achievement Goal Questionnaire (AGQ) is advanced from current literature with two additions: (1) a course specific context using introductory college calculus students, and (2) participation of Norwegian students. Pre- and posttest measures of attitudes indicate that students do change learning goals over time, unfortunately opposite to the instructors’ aspirations. A significant increase in “Mastery Avoidance” and “Work Avoidance” was accompanied with a drop in “Mastery Approach” and “Performance Approach”. Variables such as value, motivation and enjoyment decreased along with a significant drop in self-confidence. Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology