An investigation of Physics undergraduates’ attitudes towards mathematics
An investigation of Physics undergraduates’ attitudes towards mathematics
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物理系本科生数学态度调查
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
C. Robinson
中科院分区：
文献类型：
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作者：
Ria Symonds;D. Lawson;C. Robinson
近年来，拉夫堡大学物理课程一年级数学模块的不及格率令人担忧。有人担心，第一年的失败会导致学生在未来的数学模块中表现不佳。因此，于2005年10月为数学基础较差的物理一年级学生推出了一个积极主动的支持系统。在完成第一个数学单元后，这一举措在LWP学生的成绩方面显示出一些成功的特征。然而，定性研究方法的使用表明，准备充分的(WP)学生和LWP学生在对待数学的态度上存在差异。本文通过问卷调查和个别访谈，概述了学生对数学的态度。本研究比较了WP和LWP学生在大学前对数学的态度，并讨论了两组学生之间的差异。文章还考察了支持系统的引入如何影响学生的态度。对于LWP学生来说，一个关键的结果是，第一学期的经历在增加数学乐趣方面是积极的，但在数学自信方面是消极的。最后，文章还对部分学生的数学学习方法进行了个别访谈。这些都被仔细调查，并再次在WP和LWP学生之间进行比较。分析表明，LWP学生未能将他们的学习方式调整到适合高等教育的方式。
In recent years, the failure rate on first-year mathematics modules on Physics courses at Loughborough University has given cause for concern. It was feared that failure in the first year would result in students performing poorly in future mathematics modules. Hence, a proactive support system was introduced for the mathematically less well-prepared (LWP) first-year Physics students in October 2005. On completion of the first mathematics module, this initiative showed some successful features in terms of the results of the LWP students. However, the use of qualitative research methods revealed a difference in attitudes towards mathematics between the well-prepared (WP) and LWP students. This article outlines the students’ attitudes towards mathematics expressed through questionnaires and individual interviews. It compares the WP and LWP students’ attitudes towards mathematics prior to university and discusses the differences between the two cohorts. The article also examines how the introduction of a support system has affected the students’ attitudes. A key outcome, in terms of the LWP students, is that the first semester experience was positive in terms of increasing enjoyment of mathematics, but was negative in terms of feeling confident in mathematics. Finally, the article also analyses data taken from individual interviews with some students on students’ learning approaches towards mathematics. These are investigated closely and comparisons are again made between the WP and LWP students. The analysis reveals that the LWP students failed to adapt their learning approach to one suitable for Higher Education.