Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics
Full Text (PDF)
More Detail
1 College of Education, University of Rwanda, Kigali, RWANDA2 Mbarara University of Science and Technology, Mbarara, UGANDA* Corresponding Author
Abstract
The study explored the direct relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics, using linear programming (LP) word tasks. Two instruments were used for data collection: the Attitude towards Mathematics Inventory-Short Form was adapted (with α = .75) as a multidimensional measurement tool, and a validated standardized active learning heuristic problem-solving tool. A quantitative approach with a quasi-experimental pre-test, post-test, and non-equivalent control group study design was adopted. A sample of 608 grade 11 Ugandan students (291 male and 317 female) from eight secondary schools (public and private), four from central Uganda, and the remaining four from eastern Uganda participated. Data were analyzed using PROCESS macro for SPSS (v.4). The results revealed a direct significant positive relationship between active learning heuristic problem solving approach (ALHPSA) and students’ attitude towards solving LP word tasks (ATLPWTs). Thus, the ALHPSA positively and directly impacted on students’ ATLPWTs. The findings can be explained by theoretical, conceptual, and/or psychometric factors. Overall, the results indicate beneficial practical implications that support the theoretical framework for enhancing the learning of mathematics using word problems in Ugandan secondary schools and beyond.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 2, Article No: em2231
https://doi.org/10.29333/ejmste/12963
Publication date: 14 Feb 2023
Article Views: 1730
Article Downloads: 1724
Open Access References How to cite this articleReferences
- Abdullah, N., Halim, L., & Zakaria, E. (2014). VStops: A thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy. EURASIA Journal of Mathematics, Science and Technology Education, 10(3), 165-174. https://doi.org/10.12973/eurasia.2014.1073a
- Abel, C. F. (2003). Heuristics and problem solving. New Directions for Teaching and Learning, 2003(95), 53-58. https://doi.org/10.1002/tl.113
- Aboelmagd, Y. M. R. (2018). Linear programming applications in construction sites. Alexandria Engineering Journal, 57(4), 4177-4187. https://doi.org/10.1016/j.aej.2018.11.006
- Ahmad, A., Tarmizi, R. A., & Nawawi, M. (2010). Visual representations in mathematical word problem solving among form four students in Malacca. Procedia-Social and Behavioral Sciences, 8, 356-361. https://doi.org/10.1016/j.sbspro.2010.12.050
- Arslan, C., Yavuz, G., & Deringol-Karatas, Y. (2014). Attitudes of elementary school students towards solving mathematics problems. Procedia-Social and Behavioral Sciences, 152, 557-562. https://doi.org/10.1016/j.sbspro.2014.09.243
- Asempapa, R. S. (2022). Examining practicing teachers’ knowledge and attitudes toward mathematical modeling. International Journal of Education in Mathematics, Science, and Technology, 10(2), 272-292. https://doi.org/10.46328/ijemst.2136
- Avcu, R., & Avcu, S. (2015). Utley geometri tutum ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması [Turkish adaptation of Utley geometry attitude scale: A validity and reliability study]. Eurasian Journal of Educational Research, 15(58), 89-112. https://doi.org/10.14689/ejer.2015.58.1
- Awofala, A. O. A. (2014). Examining personalization of instruction, attitudes toward and achievement in mathematics word problems among Nigerian senior secondary school students. International Journal of Education in Mathematics, Science and Technology, 2(4), 273. https://doi.org/10.18404/ijemst.91464
- Ayebo, A., Bright, J., & Ballam, C. (2019). Examining the factor structure of the survey of attitudes towards statistics among undergraduate health science students. International Electronic Journal of Mathematics Education, 15(1), 1-8. https://doi.org/10.29333/iejme/5942
- Bäckström, M., & Björklund, F. (2013). Social desirability in personality inventories: Symptoms, diagnosis and prescribed cure. Scandinavian Journal of Psychology, 54(2), 152-159. https://doi.org/10.1111/sjop.12015
- Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075-1093. https://doi.org/10.1080/09500690701344966
- Bayaga, A., & Wadesango, N. (2014). Analysis of students’ attitudes on mathematics achievement-factor structure approach. International Journal of Educational Sciences, 6(1), 45-50. https://doi.org/10.1080/09751122.2014.11890116
- Bazzini, L., & Tsamir, P. (2004). Algebraic equations and inequalities: Issues for research and teaching. Group for the Psychology of Mathematics Education, I, 137-166.
- Berger, N., Mackenzie, E., & Holmes, K. (2020). Positive attitudes towards mathematics and science are mutually beneficial for student achievement: A latent profile analysis of TIMSS 2015. Australian Educational Researcher, 47(3), 409-444. https://doi.org/10.1007/s13384-020-00379-8
- Boonen, A. J. H., de Koning, B. B., Jolles, J., & van der Schoot, M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00191
- Camacho, M., Socas, M. M., & Hernandez, J. (1998). An analysis of future mathematics teachers’ conceptions and attitudes towards mathematics. International Journal of Mathematical Education in Science and Technology, 29(3), 317-324. https://doi.org/10.1080/0020739980290301
- Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., & Menon, V. (2018). Positive attitude toward math supports early academic success: Behavioral evidence and neurocognitive mechanisms. Psychological Science, 29(3), 390-402. https://doi.org/10.1177/0956797617735528
- Chun, E. C. M. (2011). Primary 6 students’ attitudes towards mathematical problem-solving in a problem-based learning setting. The Mathematics Educator, 13(1), 15-31.
- Code, W., Merchant, S., Maciejewski, W., Thomas, M., & Lo, J. (2016). The mathematics attitudes and perceptions survey: An instrument to assess expert-like views and dispositions among undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 47(6), 917-937. https://doi.org/10.1080/0020739X.2015.1133854
- Colussi, C. F., Calvo, M. C. M., & de Freitas, S. F. T. (2013). The linear programming to evaluate the performance of oral health in primary care. Health Economics and Management, 11(1), 95-101. https://doi.org/10.1590/S1679-45082013000100017
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
- Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. SAGE.
- Curran, P. J., West, S. G., & Finch, J. F. (1996). Psychological methods: The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Association, Inc. https://doi.org/10.1037/1082-989X.1.1.16
- Davadas, S. D., & Lay, Y. F. (2020). Contributing factors of secondary students’ attitude towards mathematics. European Journal of Educational Research, 9(2), 489-498. https://doi.org/10.12973/eu-jer.9.2.489
- Di Martino, P., & Zan, R. (2011). Attitude towards Mathematics: A bridge between beliefs and emotions. ZDM-International Journal on Mathematics Education, 43(4), 471-482. https://doi.org/10.1007/s11858-011-0309-6
- Estrada, A., & Batanero, C. (2019). Prospective primary school teachers’ attitudes towards probability and its teaching. International Electronic Journal of Mathematics Education, 15(1), 1-14. https://doi.org/10.29333/iejme/5941
- Evans, D., & Field, A. P. (2020). Mathematics attitudes, school affect and teacher characteristics as predictors of mathematics attainment trajectories in primary and secondary education: Predictors of Mathematics Trajectories. Royal Society Open Science, 7(10). https://doi.org/10.1098/rsos.200975
- Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324. https://doi.org/10.2307/748467
- Fernández-Millán, E., & Molina, M. (2017). Secondary students’ implicit conceptual knowledge of algebraic symbolism. An exploratory study through problem posing. International Electronic Journal of Mathematics Education, 12(9), 799-826. https://doi.org/10.29333/iejme/649
- Fielding-Wells, J., O’Brien, M., & Makar, K. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal, 29(2), 237-254. https://doi.org/10.1007/s13394-017-0201-y
- Freeman, S., Eddy, S. L., Mcdonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Pat, M. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
- Gagatsis, A., & Kyriakides, L. (2000). Teachers’ attitudes towards their pupils’ mathematical errors. Educational Research and Evaluation, 6(1), 24-58. https://doi.org/10.1076/1380-3611(200003)6:1;1-I;FT024
- Gardner, P. L. (1975). Attitudes to science: A review. Studies in Science Education, 2(1), 1-41. https://doi.org/10.1080/03057267508559818
- Goulet-Lyle, M. P., Voyer, D., & Verschaffel, L. (2020). How does imposing a step-by-step solution method impact students’ approach to mathematical word problem-solving? ZDM-Mathematics Education, 52(1), 139-149. https://doi.org/10.1007/s11858-019-01098-w
- Grootenboer, P., & Hemmings, B. (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19(3), 3-20. https://doi.org/10.1007/BF03217459
- Gurat, M. G. (2018). Mathematical problem-solving strategies among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53-64. https://doi.org/10.7160/eriesj.2018.110302
- Hair Jr, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. Pearson.
- Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations, and values. Educational Studies in Mathematics, 49(1), 25-46. https://doi.org/10.1023/A:1016048823497
- Heydari, M., Othman, F., Qaderi, K., Noori, M., & Parsa, A. S. (2015). Introduction to linear programming as a popular tool in optimal reservoir operation, a review. Advances in Environmental Biology, 9(3), 906-917. https://doi.org/10.5281/zenodo.18254
- Hwang, S., & Son, T. (2021). Students’ attitude towards mathematics and its relationship with mathematics achievement. Journal of Education and E-Learning Research, 8(3), 272-280. https://doi.org/10.20448/JOURNAL.509.2021.83.272.280
- Julius, E., Abdullah, A. H., & Suhairom, N. (2018a). Attitude of students towards solving problems in algebra: A review of Nigeria secondary schools. Journal of Research & Method in Education, 8(1), 26-31.
- Karjanto, N. (2017). Attitude toward mathematics among the students at Nazarbayev University foundation year program. International Journal of Mathematical Education in Science and Technology, 48(6), 849-863. https://doi.org/10.1080/0020739X.2017.1285060
- Kasimu, O., & Imoro, M. (2017). Students’ attitudes towards mathematics: The case of private and public junior high schools in the East Mamprusi District, Ghana Osman. Journal of Research & Method in Education, 7(5), 38-43.
- Kempa, R. F., & McGough, J. M. (1977). A study of attitudes towards mathematics in relation to selected student characteristics. British Journal of Educational Psychology, 47(3), 296-304. https://doi.org/10.1111/j.2044-8279.1977.tb02358.x
- Kenney, R., An, T., Kim, S. H., Uhan, N. A., Yi, J. S., & Shamsul, A. (2020). Linear programming models: Identifying common errors in engineering students’ work with complex word problems. International Journal of Science and Mathematics Education, 18(4), 635-655. https://doi.org/10.1007/s10763-019-09980-5
- Khavenson, T., Orel, E., & Tryakshina, M. (2012). Adaptation of survey of attitudes towards statistics (SATS 36) for Russian sample. Procedia-Social and Behavioral Sciences, 46(Sats 36), 2126-2129. https://doi.org/10.1016/j.sbspro.2012.05.440
- King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83(3), 307-317. https://doi.org/10.1037/0022-0663.83.3.307
- Klang, N., Karlsson, N., Kilborn, W., Eriksson, P., & Karlberg, M. (2021). Mathematical problem-solving through cooperative learning–The importance of peer acceptance and friendships. Frontiers in Education, 6(August), 1-10. https://doi.org/10.3389/feduc.2021.710296
- Kline Rex, B. (1998). Principles and practice of structural equation modeling. Guilford Press.
- Latkin, C. A., Edwards, C., Davey-Rothwell, M. A., & Tobin, K. E. (2017). The relationship between social desirability bias and self-reports of health, substance use, and social network factors among urban substance users in Baltimore, Maryland. Addictive Behaviors, 73, 133-136. https://doi.org/10.1016/j.addbeh.2017.05.005
- Lester, F. K. (2013). Thoughts about research on mathematical problem-solving let us know how access to this document benefits you. The Mathematics Enthusiasm, 10(1), 245-278.
- Li, M., Zhang, Y., Liu, H., & Hao, Y. (2018). Gender differences in mathematics achievement in Beijing: A meta-analysis. British Journal of Educational Psychology, 88(4), 566-583. https://doi.org/10.1111/bjep.12203
- Lim, S. Y., & Chapman, E. (2013). Development of a short form of the attitudes toward mathematics inventory. Educational Studies in Mathematics, 82(1), 145-164. https://doi.org/10.1007/s10649-012-9414-x
- Lin, S., & Huang, Y. (2014). Development and application of a Chinese version of the short attitudes toward mathematics inventory. International Journal of Science and Mathematics Education, 14(1), 193-216. https://doi.org/10.1007/s10763-014-9563-8
- Lipnevich, A. A., MacCann, C., Krumm, S., Burrus, J., & Roberts, R. D. (2011). Mathematics attitudes and mathematics outcomes of U.S. and Belarusian middle school students. Journal of Educational Psychology, 103(1), 105-118. https://doi.org/10.1037/a0021949
- Maamin, M., Maat, S. M., & Iksan, Z. H. (2022). The influence of student engagement on mathematical achievement among secondary school students. Mathematics, 10(1). https://doi.org/10.3390/math10010041
- Marchis, I. (2011). Factors that influence secondary school students’ attitude to mathematics. Procedia-Social and Behavioral Sciences, 29, 786-793. https://doi.org/10.1016/j.sbspro.2011.11.306
- Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2018). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.29333/iejme/3997
- Meyer, J., Fleckenstein, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58-74. https://doi.org/10.1016/j.cedpsych.2019.01.006
- Mogari, D., & Chirove, M. (2017). Comparing grades 10-12 mathematics learners’ non-routine problem solving. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4523-4551. https://doi.org/10.12973/eurasia.2017.00946a
- Molina, M., Rodríguez-Domingo, S., Cañadas, M. C., & Castro, E. (2017). Secondary school students’ errors in the translation of algebraic statements. International Journal of Science and Mathematics Education, 15(6), 1137-1156. https://doi.org/10.1007/s10763-016-9739-5
- Mulhern, F., & Rae, G. (1998). Development of a shortened form of the Fennema-Sherman mathematics attitudes scales. Educational and Psychological Measurement, 58(2), 295-306. https://doi.org/10.1177/0013164498058002012
- Mumcu, H. Y., & Aktas, M. C. (2015). Multi-program high school students’ attitudes and self-efficacy perceptions toward mathematics. Eurasian Journal of Educational Research, 15(59), 207-226. https://doi.org/10.14689/ejer.2015.59.12
- NCDC. (2008). Mathematics teaching syllabus for Uganda Certificate of Education, Kampala Uganda. Ministry of Education and Sports.
- NCDC. (2018). The lower secondary curriculum: Mathematics syllabus. Ministry of Education and Sports.
- Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches. Pearson.
- Nunnally, J., & Berstain, I. (1994). Psychometric theory. Applied Psychological Measurement, 19, 570-572.
- Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70. https://doi.org/10.9790/7388-05616670
- Opolot-Okurut, C. (2010). Classroom learning environment and motivation towards mathematics among secondary school students in Uganda. Learning Environments Research, 13(3), 267-277. https://doi.org/10.1007/s10984-010-9074-7
- Ozdemir, E., & Ovez, F. T. D. (2012). A research on proof perceptions and attitudes towards proof and proving: Some implications for elementary mathematics prospective teachers. Procedia-Social and Behavioral Sciences, 46, 2121-2125. https://doi.org/10.1016/j.sbspro.2012.05.439
- Pallant, J. (2011). SPSS survival manual. Journal of Advanced Nursing, 36(3), 478-478. https://doi.org/10.1046/j.1365-2648.2001.2027c.x
- Parlesak, A., Tetens, I., Smed, S., Rayner, M., Darmon, N., Robertson, A., & Gabrijel, M. (2016). Use of linear programming to develop cost-minimized nutritionally adequate health-promoting food baskets. PLoS ONE, 11(10), e0163411. https://doi.org/10.1371/journal.pone.0163411
- Pearce, D. L., Bruun, F., & Skinner, K. (2011). What teachers say about student difficulties solving mathematical word problems in grades 2-5. International Electronic Journal of Mathematics Education, 8(1), 3-19. https://doi.org/10.29333/iejme/271
- Pepin, B. (2011). Pupils’ attitudes towards mathematics: A comparative study of Norwegian and English secondary students. ZDM-International Journal on Mathematics Education, 43(4), 535-546. https://doi.org/10.1007/s11858-011-0314-9
- Perloff, R. M. (2016). The dynamics of Persuasion: Communication and attitudes in the twenty-first century. Routledge.
- Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM’s SPSS. Routledge. https://doi.org/10.1017/CBO9781107415324.004
- Pongsakdi, N., Laakkonen, E., Laine, T., Veermans, K., Hannula-Sormunen, M. M., & Lehtinen, E. (2019). The role of beliefs and motivational variables in enhancing word problem solving. Scandinavian Journal of Educational Research, 63(2), 179-197. https://doi.org/10.1080/00313831.2017.1336475
- Primi, C., Bacherini, A., Beccari, C., & Donati, M. A. (2020). Assessing math attitude through the attitude toward mathematics inventory–Short form in introductory statistics course students. Studies in Educational Evaluation, 64, 100838. https://doi.org/10.1016/j.stueduc.2020.100838
- Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
- Quaye, J. (2015). Exploring students’ attitudes towards mathematics and mathematical achievement in secondary schools in England: The role of social class, gender, and ethnicity. Research in Mathematics Education, 17(1), 59-60. https://doi.org/10.1080/14794802.2014.971340
- Rohmah, M., & Sutiarso, S. (2018). Analysis of problem solving in mathematical using theory Newman. EURASIA Journal of Mathematics, Science and Technology Education, 14(2), 671-681. https://doi.org/10.12973/ejmste/80630
- Romeijn, H. E., Ahuja, R. K., & Dempsey, J. F. (2006). A new linear programming approach to radiation therapy treatment planning problems. Operations Research, 54(2), 201-216. https://doi.org/10.1287/opre.1050.0261
- Sa’ad, T. U., Adamu, A., & M. Sadiq, A. (2014). The causes of poor performance in mathematics among public senior secondary school students in Azare Metropolis of Bauchi State, Nigeria. Journal of Research & Method in Education, 4(6), 32-40. https://doi.org/10.9790/7388-04633240
- Sandman, R. S. (1980). The mathematics attitude inventory: Instrument and user’s manual. Journal for Research in Mathematics Education, 11(2), 148-149. https://doi.org/10.5951/jresematheduc.11.2.0148
- Selkirk, J. (1975). An inquiry into adverse attitudes towards advanced level mathematics. International Journal of Mathematical Education in Science and Technology, 6(2), 181-186. https://doi.org/10.1080/0020739750060206
- Sherman, J. (1979). Predicting mathematics performance in high school girls and boys. Journal of Educational Psychology, 71(2), 242-249. https://doi.org/10.1037/0022-0663.71.2.242
- Sherman, J. A. (1980). Predicting mathematics grades of high school girls and boys: A further study. Contemporary Educational Psychology, 5(3), 249-255. https://doi.org/10.1016/0361-476X(80)90048-X
- Strohmaier, A. R., Schiepe-Tiska, A., Chang, Y. P., Müller, F., Lin, F. L., & Reiss, K. M. (2020). Comparing eye movements during mathematical word problem-solving in Chinese and German. ZDM-Mathematics Education, 52(1), 45-58. https://doi.org/10.1007/s11858-019-01080-6
- Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Pearson. https://doi.org/10.1037/022267
- Tahar, N. F., Ismail, Z., Zamani, N. D., & Adnan, N. (2010). Students’ attitude toward mathematics: The use of factor analysis in determining the criteria. Procedia-Social and Behavioral Sciences, 8, 476-481. https://doi.org/10.1016/j.sbspro.2010.12.065
- Tapia, M. (1996). The attitudes towards mathematics instrument. In Proceedings of the Annual Meeting of the Mid-South Educational Research Association.
- Townsend, M., & Wilton, K. (2003). Evaluating change in attitude towards mathematics using the “then-now” procedure in a cooperative learning program. British Journal of Educational Psychology, 73(4), 473-487. https://doi.org/10.1348/000709903322591190
- Tsamir, P., & Almog, N. (2001). Students’ strategies and difficulties: The case of algebraic inequalities. International Journal of Mathematical Education in Science and Technology, 32(4), 513-524. https://doi.org/10.1080/00207390110038277
- Tsamir, P., & Bazzini, L. (2004). Consistencies and inconsistencies in students’ solutions to algebraic ‘single-value’ inequalities. International Journal of Mathematical Education in Science and Technology, 35(6), 793-812. https://doi.org/10.1080/00207390412331271357
- Tsamir, P., & Tirosh, D. (2006). Summing up and looking ahead: A personal perspective on infinite sets. In Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (pp. 49-63).
- Ultanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2),195-212.
- UNEB. (2016). Report on work of Uganda certificate of examinations candidates. Uganda National Examinations Board.
- UNEB. (2018). Report on work of Uganda certificate of examinations candidates. Uganda National Examinations Board.
- UNEB. (2019). Report on work of Uganda certificate of examinations candidates. Uganda National Examinations Board.
- UNEB. (2020). Report on work of Uganda certificate of examinations candidates. Uganda National Examinations Board.
- Utley, J. (2007). Construction and validity of geometry attitude scales. School Science and Mathematics, 107(3), 89-93. https://doi.org/10.1111/j.1949-8594.2007.tb17774.x
- Utsumi, M. C., & Mendes, C. R. (2000). Researching the attitudes towards mathematics in basic education. Educational Psychology, 20(2), 237-243. https://doi.org/10.1080/713663712
- Van Dooren, W., Lem, S., De Wortelaer, H., & Verscha, L. (2018). Improving realistic word problem solving by using humor. The Journal of Mathematical Behavior, 53, 96-104. https://doi.org/10.1016/j.jmathb.2018.06.008
- Vanderbei, R. J. (2014). Linear programming foundations and extensions. Springer. https://doi.org/10.1007/978-1-4614-7630-6
- Verschaffel, L., Schukajlow, S., Star, J., & van Dooren, W. (2020). Word problems in mathematics education: A survey. ZDM-Mathematics Education, 52(1), 1-16. https://doi.org/10.1007/s11858-020-01130-4
- Verschaffel, L., van Dooren, W., Greer, B., & Mukhopadhyay, S. (2010). Die Rekonzeptualisierung von Textaufgaben als Übungen in mathematischer Modellierung [The reconceptualization of word problems as exercises in mathematical modeling]. Journal Fur Mathematik-Didaktik, 31(1), 9-29. https://doi.org/10.1007/s13138-010-0007-x
- Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78. https://doi.org/10.1007/BF02209024
- Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
- Yáñez-Marquina, L., & Villardón-Gallego, L. (2016). Attitudes towards mathematics at secondary level: Development and structural validation of the scale for assessing attitudes towards mathematics in secondary education (SATMAS). Electronic Journal of Research in Educational Psychology, 14(3), 557-581. https://doi.org/10.14204/ejrep.40.15163
- Yasar, M. (2016). High school students’ attitudes towards mathematics. EURASIA Journal of Mathematics, Science and Technology Education, 12(4), 931-945. https://doi.org/10.12973/eurasia.2016.1571a
- Yurt, E. (2015). Understanding middle school students’ motivation in math class: The expectancy-value model perspective. International Journal of Education in Mathematics, Science and Technology, 3(4), 288-297. https://doi.org/10.18404/ijemst.26938
- Zan, R., Brown, L., Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: An introduction. Educational Studies in Mathematics, 63(2), 113-121. https://doi.org/10.1007/s10649-006-9028-2
How to cite this article
APA
Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2023). Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2231. https://doi.org/10.29333/ejmste/12963
Vancouver
Wakhata R, Mutarutinya V, Balimuttajjo S. Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics. EURASIA J Math Sci Tech Ed. 2023;19(2):em2231. https://doi.org/10.29333/ejmste/12963
AMA
Wakhata R, Mutarutinya V, Balimuttajjo S. Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics. EURASIA J Math Sci Tech Ed. 2023;19(2), em2231. https://doi.org/10.29333/ejmste/12963
Chicago
Wakhata, Robert, Védaste Mutarutinya, and Sudi Balimuttajjo. "Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 2 (2023): em2231. https://doi.org/10.29333/ejmste/12963
Harvard
Wakhata, R., Mutarutinya, V., and Balimuttajjo, S. (2023). Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2231. https://doi.org/10.29333/ejmste/12963
MLA
Wakhata, Robert et al. "Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 2, 2023, em2231. https://doi.org/10.29333/ejmste/12963