The effect of a numeration learning hierarchy on mathematic attitudes in kindergarten children

dc.contributor.advisorStewart, Ida Santos
dc.contributor.committeeMemberJones, Howard L.
dc.contributor.committeeMemberO'Sullivan, Patricia S.
dc.contributor.committeeMemberSadowski, Barbara R.
dc.creatorWagner, Barbara Ann
dc.date.accessioned2023-03-21T21:13:48Z
dc.date.available2023-03-21T21:13:48Z
dc.date.copyright1980-08
dc.date.issued1980
dc.description.abstractThe present study examined two research dimensions. First, the study investigated the question of whether kindertarten children who are taught number concepts using a curriculum based on a numeration learning hierarchy have a significantly more positive attitude towards mathematics than kindergarten children who are taught number concepts using curriculum not based on a numeration learning hierarchy. Inherent to this major research focus were two other questions concerning the reliability of measurement and the factors which underlie the attitudes toward mathematics in kindergarten children. Studies and current literature suggest that subject-related attitudes are formed early in children, that attitudes vary, and that attitudes are resistant to change. Positive attitudes toward mathematics have not been adequately studied and ivestigations examining affective variables are similarly scarce in early childhood research.The research hypothesis posited in this study was: Mean mathematics attitude scores will be significantly different in kindergarten students receiving instruction with a curriculum based on a numeration learning hierarchy, than the mean mathematics attitude scores of students not receiving instruction in a curriculum based on a numeration learning hierarchy. This entailed the adaptation and development of scales in a pilot study which lead to the research instrument with a reliability of r = .94, that assessed the two dependent variables. Self Affirmation of Mathematics and Fear of Mathematics in this study. The dual bases for the sdaptation of the instrument were the constructs of the Revised Aiken-Dreger Attitude toward Mathematics Scale (1968) and the concrete response modality of the Student Evaluation of Teachers Instrument by Hoak, Kleiber, and Peck (1972). [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other7822411
dc.identifier.urihttps://hdl.handle.net/10657/13948
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectMathematics--Study and teaching (Preschool)
dc.titleThe effect of a numeration learning hierarchy on mathematic attitudes in kindergarten children
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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