dc.contributor.author | Sundre, Donna L. | |
dc.contributor.author | Barry, Carol L. | |
dc.contributor.author | Gynnild, Vidar | |
dc.contributor.author | Østgård, Eirin Tangen | |
dc.date.accessioned | 2019-10-11T06:19:58Z | |
dc.date.available | 2019-10-11T06:19:58Z | |
dc.date.created | 2012-01-02T10:47:30Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Numeracy: Advancing Education in Quantitative Litracy. 2012, 5 (1), . | nb_NO |
dc.identifier.issn | 1936-4660 | |
dc.identifier.uri | http://hdl.handle.net/11250/2621484 | |
dc.description.abstract | 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. | nb_NO |
dc.description.abstract | Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Digital Commons, bepress | nb_NO |
dc.rights | Navngivelse-Ikkekommersiell 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/deed.no | * |
dc.title | Motivation for Achievement and Attitudes toward Mathematics Instruction in a Required Calculus Course at the Norwegian University of Science and Technology | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.source.pagenumber | 20 | nb_NO |
dc.source.volume | 5 | nb_NO |
dc.source.journal | Numeracy: Advancing Education in Quantitative Litracy | nb_NO |
dc.source.issue | 1 | nb_NO |
dc.identifier.doi | 10.5038/1936-4660.5.1.4 | |
dc.identifier.cristin | 874509 | |
dc.description.localcode | Open Access. This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License | nb_NO |
cristin.unitcode | 194,67,80,0 | |
cristin.unitcode | 194,63,15,0 | |
cristin.unitname | Institutt for lærerutdanning | |
cristin.unitname | Institutt for matematiske fag | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |