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- W4281929492 endingPage "640" @default.
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- W4281929492 abstract "Abstract Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students ( N = 291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant ( p < .01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes." @default.
- W4281929492 created "2022-06-13" @default.
- W4281929492 creator A5055799589 @default.
- W4281929492 creator A5062354384 @default.
- W4281929492 date "2022-05-27" @default.
- W4281929492 modified "2023-09-27" @default.
- W4281929492 title "Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates" @default.
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- W4281929492 doi "https://doi.org/10.1007/s10984-022-09409-x" @default.
- W4281929492 hasPublicationYear "2022" @default.
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