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OCEPT
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Conclusions
The project has been a success!
Note: I've gained some respect for research done by social scientists. It is difficult to quantify subjective responses.
I. I gave a MATHEMATICS ATTITUDE SURVEY on the first day of class. It is a method of quantifying a persons
- enjoyment of mathematics
- understanding the nature of mathematics
- understanding the value of mathematics to society, and
- level of personal value of mathematics
I had originally intended to give the survey at the end of the course but changed my mind for the following reasons:
1. On the first day of class the students took the survey anonymously and I had about ten extra students who were not signed up for the course, just prospecting. (This is a normal situation at OSU.) Under the circumstances of a significant change in the student body from the first day of class to the last day, it would not be reasonable to establish a statistically significant change in attitudes.
2. Also, a ten week term is a very short time to find a statistically significant change in attitudes that have developed over a lifetime.
II. I read and tried to quantify all the student comments given in the HyperNews threaded chat topics. I have an extensive spread sheet with attempts at quantification of the attitudes of the students based on their writings. This is difficult and conclusions are establish. A favorite response of my is found on "Finally Getting There" (Winter '98).
"It is through expression where the greatest of ideas are known. When students are able to interact with others and the environment around them, it is then that the learning takes place. Yes, this quote holds true for me. The chat groups have given me a chance to express some of my thoughts and get to know some of my fellow classmates. My outlook on math has changed over the course of this term. I have moved from formula memorization to more of a understanding of concepts and ideas. I look for patterns in problems and apply them to others. And that is what math is about."
An equally impress response from a mature student:
"I enjoyed reading your message, and I believe that this class must have been a mathematical "breakthrough" for you. These occurrences are vital, I think, for anyone who wants to continue learning about anything, especially math. Good for you! "
III. At the end of the course gave The Last Questionnaire instead of the Attitude Survey. The attempt was to quantify changes in attitudes during the course. A seven point scale was used, 1 = worse, 4 = same, and 7 = better. The class averages on the questions:
a. Your attitude toward mathematics 4.48 (now compared to before the course)
b. The effectiveness of your study habits 4.60.
c. Your awareness of what is involved in being a teacher 4.56.
d. Your interest in the possibility of becoming a teacher at some point in the future 3.64.
Because of the nature of the wording of the questions, I believe that the students were able to connect with changes in attitude for a, b, and c. By the time they got to d, I am convinced that they were no longer thinking about changes in attitudes, but about attitudes. The main clientele for this calculus are pre-engineers and so it is not unreasonable that they do not percieve themselves at this time of their lives as being teachers.
However, there is evidence, some anecdotal, that several of the students are significantly more interested in teaching now than they were at the beginning of the course.
(more later)