FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W4320924278> ?p ?o ?g. }

• W4320924278 endingPage "118" @default.
• W4320924278 startingPage "85" @default.
• W4320924278 abstract "The study reported in this chapter was carried out with students in four all-girl middle schools in the Emirate of Abu Dhabi. The study took place during a large-scale education reform effort driven by the need to build a knowledge-based economy within the emirate. As part of the reform effort, inquiry-based learning (IBL) was mandated across all middle school mathematics classes to increase student engagement and their enjoyment of the subject. Given that attitudes towards mathematics are important determinants of whether students persevere and pursue further study and potential careers, the mandate held great promise. Despite the introduction of IBL across schools, after approximately five years teachers were implementing the approach with differing degrees of success, with some teachers struggling to implement the approach at all. This provided us, as researchers, with an opportunity to compare students’ learning environment perceptions and attitudes towards mathematics in classes where IBL was being implemented effectively with those that remained largely traditional in terms of teaching. The study involved a mixed-method approach in which both quantitative and qualitative data were collected and analysed. Quantitative data were collected from 291 students using two surveys, one to assess perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Qualitative data, gathered from 27 students, were gathered to provide impressionistic tales aimed at contextualising the setting as well as giving causal explanations for the quantitative findings. Our results suggested that in classes with teachers exemplary in their use of IBL, students had statistically significant (p < .01), positive perceptions of their learning environment and attitudes towards mathematics. Qualitative information suggested that, in these classes, students were more engaged in their learning and had more agency. The nature of the IBL meant that students were able to use more real-life applications and, therefore, valued the tasks more. Further, IBL classes provided students with greater opportunity to carry out investigations. These findings are of significance to education providers as well as curriculum developers. Further, given the underrepresentation of girls in post-compulsory STEM education and related careers, compared to boys, our findings offer hope for education systems wishing to overcome this disparity. This chapter offers recommendations for stakeholders based on the benefits of these pedagogical approaches in UAE schools." @default.
• W4320924278 created "2023-02-16" @default.
• W4320924278 creator A5055799589 @default.
• W4320924278 creator A5062354384 @default.
• W4320924278 date "2023-01-01" @default.
• W4320924278 modified "2023-09-27" @default.
• W4320924278 title "Changing Perceptions of the Learning Environment and Attitudes Towards Mathematics Through Inquiry-Based Learning: Girls in Middle School Classrooms in the UAE" @default.
• W4320924278 cites W1556779599 @default.
• W4320924278 cites W1646300320 @default.
• W4320924278 cites W186579935 @default.
• W4320924278 cites W1923215383 @default.
• W4320924278 cites W1966724565 @default.
• W4320924278 cites W1974846465 @default.
• W4320924278 cites W1977334056 @default.
• W4320924278 cites W1981189286 @default.
• W4320924278 cites W1982437138 @default.
• W4320924278 cites W1990149973 @default.
• W4320924278 cites W1992557519 @default.
• W4320924278 cites W1993660302 @default.
• W4320924278 cites W2002150197 @default.
• W4320924278 cites W2004538745 @default.
• W4320924278 cites W2004747207 @default.
• W4320924278 cites W2005930283 @default.
• W4320924278 cites W2007145841 @default.
• W4320924278 cites W2012748075 @default.
• W4320924278 cites W2021592700 @default.
• W4320924278 cites W2028169019 @default.
• W4320924278 cites W2028734631 @default.
• W4320924278 cites W2048670207 @default.
• W4320924278 cites W2054273257 @default.
• W4320924278 cites W2054910818 @default.
• W4320924278 cites W2057673348 @default.
• W4320924278 cites W2057737101 @default.
• W4320924278 cites W2063642018 @default.
• W4320924278 cites W2063685573 @default.
• W4320924278 cites W2065117305 @default.
• W4320924278 cites W2072649388 @default.
• W4320924278 cites W2074687749 @default.
• W4320924278 cites W2078962924 @default.
• W4320924278 cites W2088793259 @default.
• W4320924278 cites W2104741419 @default.
• W4320924278 cites W2111638337 @default.
• W4320924278 cites W2120003725 @default.
• W4320924278 cites W2138896120 @default.
• W4320924278 cites W2141302891 @default.
• W4320924278 cites W2146067836 @default.
• W4320924278 cites W2159345660 @default.
• W4320924278 cites W2161630514 @default.
• W4320924278 cites W2164408438 @default.
• W4320924278 cites W2168098610 @default.
• W4320924278 cites W2197004585 @default.
• W4320924278 cites W235916382 @default.
• W4320924278 cites W2595763713 @default.
• W4320924278 cites W2696367218 @default.
• W4320924278 cites W2739601653 @default.
• W4320924278 cites W2769223996 @default.
• W4320924278 cites W2769232729 @default.
• W4320924278 cites W2914076941 @default.
• W4320924278 cites W2948110137 @default.
• W4320924278 cites W2966035732 @default.
• W4320924278 cites W3015427409 @default.
• W4320924278 cites W3093741493 @default.
• W4320924278 cites W3095579626 @default.
• W4320924278 cites W3111897423 @default.
• W4320924278 cites W312039491 @default.
• W4320924278 cites W3200402260 @default.
• W4320924278 cites W4230817851 @default.
• W4320924278 cites W4233501393 @default.
• W4320924278 cites W4248134740 @default.
• W4320924278 cites W4281929492 @default.
• W4320924278 cites W4292808503 @default.
• W4320924278 cites W4296762467 @default.
• W4320924278 cites W4299833603 @default.
• W4320924278 cites W4361794142 @default.
• W4320924278 doi "https://doi.org/10.1007/978-981-19-9135-6_4" @default.
• W4320924278 hasPublicationYear "2023" @default.
• W4320924278 type Work @default.
• W4320924278 citedByCount "0" @default.
• W4320924278 crossrefType "book-chapter" @default.
• W4320924278 hasAuthorship W4320924278A5055799589 @default.
• W4320924278 hasAuthorship W4320924278A5062354384 @default.
• W4320924278 hasConcept C105795698 @default.
• W4320924278 hasConcept C138496976 @default.
• W4320924278 hasConcept C145420912 @default.
• W4320924278 hasConcept C15744967 @default.
• W4320924278 hasConcept C169760540 @default.
• W4320924278 hasConcept C17744445 @default.
• W4320924278 hasConcept C19417346 @default.
• W4320924278 hasConcept C199539241 @default.
• W4320924278 hasConcept C205649164 @default.
• W4320924278 hasConcept C26760741 @default.
• W4320924278 hasConcept C2775884135 @default.
• W4320924278 hasConcept C2778047097 @default.
• W4320924278 hasConcept C2778365744 @default.
• W4320924278 hasConcept C2778755073 @default.
• W4320924278 hasConcept C33923547 @default.
• W4320924278 hasConcept C58640448 @default.
• W4320924278 hasConcept C87156501 @default.

• next