M.A. in Mathematics Education
Science, Technology, Engineering, Arts and Math Education
College of Education
Williamstown High School (N.J.); High school students--Attitudes; Inclusive education; Mathematics--Study and teaching (Secondary)
Science and Mathematics Education
The purpose of this study was to determine if there is a significant difference in the attitudes of general education students toward their math education before and after the implementation of an integrated mathematics program.
The study population was comprised of students enrolled in ninth grade general education classes at Williamstown High School in Williamstown, NJ. The sample consisted of ninety-six students.
A survey was administered to students to examine their attitudes toward general math class. After a four-week implementation of the Interactive Mathematics Program, the survey was administered a second time. T-tests and an ANOVA were performed to determine significant differences in attitudes. The research questions determined if there was a significant difference in the attitudes of students toward their math education before and after the implementation of an integrated math program, if there was a difference between students in inclusion classes and non-inclusion classes, and if there was a significant difference in the researcher's classes compared to other teachers.
The results indicated no significant difference in the students' attitudes and no significant difference between instructors. Students in the inclusion classes found their math class to be more fun after the implementation of the integrated math program.
Austin, Lori Ann, "A survey of students' attitudes on the implementation of an integrated high school mathematics program" (2002). Theses and Dissertations. 1392.