جستجوی مقالات مرتبط با کلیدواژه "نگرش به ریاضی" در نشریات گروه "روانشناسی"

The aim of this study was to investigate the effectiveness of working memory training on improving problem-solving, cognitive inhibition, attitudes toward mathematics, and mathematics anxiety in students with mathematical learning disorders.
 
The research employed a quasi-experimental design with pre-test, post-test, and follow-up phases. The statistical population included all male and female students with mathematical disabilities who had been referred to elementary school learning disability centers in Isfahan City during the 2021-2022 academic year. From this population, 30 students were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received working memory training during 14 sessions, each lasting 60 minutes. Before and after training, participants completed a researcher-made problem-solving questionnaire, the John Ridley Stroop Test (1935), Ikon’s Attitude Towards Mathematics Scale (1971), and the Chiu and Henry Mathematics Anxiety Scale (1990).
 
The results of the mixed-design analysis of variance showed that working memory training significantly increased problem-solving skills, reduced cognitive inhibition, improved attitudes toward mathematics, and reduced mathematics anxiety (p < 0.01).
 
Working memory training effectively improves the cognitive and affective abilities of students with mathematical learning disorders.

The aim of this study was to investigate the effectiveness of desuggestopedia teaching method based on two hemispheres of the brain on the mathematical attitude and anxiety of first high school students (a single subject study).

The present study was an experimental study with a single subject design. From the population of eighth grade female students in Mashhad, two students were selected using purposive sampling method. These two subjects, respectively, received 4 and 7 sessions of traditional teaching and completed the mathematical attitude and anxiety scales after each session of education. The data were then used to determine the baselines for each subject. After determining the baselines of each student, rhythmic breathing along with math training was presented to the subjects and music and relaxation were also used. The two subjects were trained in this way for 6 and 3 sessions, respectively. At the end of each session, the subjects were asked to complete the study measures. Moreover, in order to follow up the effects of the intervention, about one month after the completion of training, the subject answered again the scales of mathematical attitude and anxiety.

According to the results, the desuggestopedia teaching method based on two hemispheres of the brain was effective in increasing the scores of attitude towards mathematics (with delta indices equal to 48/68 and 3/11, respectively for two subjects) and decreasing the scores of mathematical anxiety (with delta indices equal to 2/18 and 2, respectively for two subjects).In general, the results showed a positive effect of desuggestopedia teaching method on a positive attitude towards mathematics and reducing mathematical anxiety.

The aim of this study was to investigate the effect of educational software based on the Ganiyeh and Briggs model Cognitive Levels of Learningand improving the attitude of math students in elementary school students.

The quasi-experimental research method was pre-test and post-test design with control group. The statistical population of the study is all third grade elementary students of the Laljin region, which is estimated to be about 250 students per student. From the mentioned population and based on multi-stage cluster sampling, 30 subjects were selected as the statistical sample that were randomly assigned to the experimental and control groups. The instrument of this study was an Icon Questionnaire Questionnaire (1979), a researcher-made and multimedia test.

The experimental group trained for 8 sessions of 45 minutes on topics (line types, geometric shapes and geometric shapes), and the control group received regular training. Before the training, both the experimental and control groups were run and the test was repeated for the two groups at the end of the training. The statistical tests including descriptive statistics such as frequency, percentage, mean, standard deviation, table, and charts, and independent t-test were used.

The results showed that the students 'learning in the experimental group was significantly increased compared to the control group, and also the results showed that there is a significant relationship between education through educational software and students' attitude. In general, the results of this study showed the superiority of this educational method.

This study examines the construction and standardization of math achievement test and attitude test toward mathematics and related factors. For this purpose, 212 ninth grade students in Shahrebabak were selected by multistage cluster sampling method and responded to questionnaires of mathematics achievement test, attitude toward mathematics and demographic information. Cronbach's alpha test was used for the reliability of achievement test that after removing the eleventh question, Cronbach's alpha became medium that is acceptable. The findings of this study, using multiple R related to regression was statistically significant (R = 0.47, F=15.07 p<0/00). And three out of four predictor variables (father's education, amount of study and attitudes toward mathematics) signifi- cantly contributed to the prediction of mathematical achievement (p<0/005). And maternal education is not statistically significant in predicting academic achievement in math. To evaluate the validity of this study exploratory and confirmatory factor analysis is used. KMO value scale mathematical achievement and attitude mathemati- cal gauge was equivalent to 0.61 and 0.87 and the significance level of Bartlett's test of sphericity is less than 0.005. Therefore, based on both criteria, it can be concluded that the implemen- tation of factor analysis based on the correlation matrix of the studied sample, would be justified. Due to the characteristics of the fitness for confirmatory factor analysis and Cronbach's alpha coefficients reported in the table above indicators of root mean error square (RMSEA) adaptive fit (CFI), goodness of fit (GFI) and comparative goodness of fit (AGFI) showed that the model is average fitted.