Mathematics, culture, and questions: A study in the culture of the mathematics classroom through a random questioning experiment.

摘要

This dissertation reports the results of an experiment to test whether removing control of whom to call on from the teacher in high-school mathematics classes, affects students' academic performance in, attitudes and beliefs about, mathematics and levels of classroom participation. In experimental classrooms, students were called on randomly to answer the teacher's questions. In the control classrooms, the teacher decided whom to call on for each question. Students in both intervention and control groups were given standardized academic tests in their subject area and questionnaires about their attitudes toward and beliefs about mathematics. Results indicate that calling on students at random does not affect change in student performance or performance rates, and does not affect their attitudes or beliefs about mathematics. However, ethnicity is a significant factor in accounting for differences in academic performance, in attitudes and in beliefs. White students perform at the highest levels followed by black and Hispanic students. Despite this, white male students have consistently higher anxiety about mathematics than do their female counterparts. Black students have the highest enjoyment of mathematics and highest motivation scores and Hispanic students have the highest scores on the value of mathematics. Despite this, both groups' academic performance scores are the lowest. Within ethnicity, gender is significant with black and white female students academically outperforming their male counterparts, and the reverse being true for Hispanic students.; Focus group data show that competent teachers who develop a positive working relationship with their students, provide good quality and quantity instruction, and treat students fairly are the most effective; large class size and disruptive student behavior are detrimental to the learning process. Being prepared for and paying attention in class, doing routine homework and study, taking notes, asking questions, and seeking out extra help are the behaviors exhibited by highly successful students, along with a positive attitude. Curriculum offerings are often not broad enough to adequately address the varying needs of the entire student body.