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Motivating students to study mathematics is a concern for many mathematics educators. In this paper, we present the outcome of a one semester experiment in which group-work and academic advising were used as teaching strategies in order to improve the motivational level of our students in learning mathematics. Although the students’ performance did not show any statistically significant difference between the experimental and control groups, qualitative and other quantitative data collected indicate that the participants in the experiment, especially weak students, have in one way or the other benefited from the teaching approaches. Details of the experiment, the findings and their educational implications are presented.
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참고문헌 (25)
참고문헌 신청
Achoui, M. M. / 2004 / Family impact on students’ motivation / Proceedings of the Second Conference on Administrative Sciences held in KFUPM : 643 ~ 663
Barnes, M. / 1998 / Collaborative group work in mathematics: Power relationships and student roles / Paper presented at the Annual Conference of the Australian Association for Rese
Barnes, M. / 1999 / Analysing power relationships in collaborative groups in mathematics / Mathematics Education and Society : 82 ~ 91
Bloom, J. L. / 2005 / Academic advising definitions / University of Illinois at Urbana-Champaign
Brown, M. B. / 2009 / Academic Motivation: Strategies for Students / Communique Handout: September 38 (1)
Barnes, M. / 1998 / Collaborative group work in mathematics: Power relationships and student roles / Paper presented at the Annual Conference of the Australian Association for Rese
Barnes, M. / 1999 / Analysing power relationships in collaborative groups in mathematics / Mathematics Education and Society : 82 ~ 91
Bloom, J. L. / 2005 / Academic advising definitions / University of Illinois at Urbana-Champaign
Brown, M. B. / 2009 / Academic Motivation: Strategies for Students / Communique Handout: September 38 (1)
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