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dc.contributor.authorSundre, Donna L.
dc.contributor.authorBarry, Carol L.
dc.contributor.authorGynnild, Vidar
dc.contributor.authorØstgård, Eirin Tangen
dc.date.accessioned2019-10-11T06:19:58Z
dc.date.available2019-10-11T06:19:58Z
dc.date.created2012-01-02T10:47:30Z
dc.date.issued2012
dc.identifier.citationNumeracy: Advancing Education in Quantitative Litracy. 2012, 5 (1), .nb_NO
dc.identifier.issn1936-4660
dc.identifier.urihttp://hdl.handle.net/11250/2621484
dc.description.abstractThis 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.nb_NO
dc.description.abstractMotivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technologynb_NO
dc.language.isoengnb_NO
dc.publisherDigital Commons, bepressnb_NO
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.titleMotivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technologynb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber20nb_NO
dc.source.volume5nb_NO
dc.source.journalNumeracy: Advancing Education in Quantitative Litracynb_NO
dc.source.issue1nb_NO
dc.identifier.doi10.5038/1936-4660.5.1.4
dc.identifier.cristin874509
dc.description.localcodeOpen Access. This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 Licensenb_NO
cristin.unitcode194,67,80,0
cristin.unitcode194,63,15,0
cristin.unitnameInstitutt for lærerutdanning
cristin.unitnameInstitutt for matematiske fag
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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