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Burnes, Andrea L.
Understanding Student Mathematical Ways of *Knowing*: Relationships Among Mathematical Anxiety, Attitude Toward Learning Math, Gender, Ethnicity, and *Separate* and Connected Ways of * Knowing*.

Degree: Doctor of Education in Secondary Education - Mathematics (EdD), Education, 2014, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/649

A quantitative, correlational, survey design with anecdotal qualitative data was used to investigate the relationships among mathematical anxiety, attitude toward learning math, gender, ethnicity, and separate and connected ways of knowing within the context of the mathematics classroom. Participants were 88 student volunteers enrolled in undergraduate mathematics classes at an open admissions technical college in the southeastern United States. Survey data consisted of demographic self-report items, Likert scale items, semantic differential scale items, and one qualitative free-response question. Quantitative data were analyzed by use of either a Spearman Rho, Pearson product moment correlation or an independent samples t-test of significance. These data were supplemented by participants’ qualitative responses which were categorized. The results indicated that there was a significant positive relationship between attitudes toward math and separate knowing in that those who had more positive attitudes toward math were more likely to be separate knowers. Results also indicated that gender is related to one’s way of knowing in that connected knowing correlated strongly with the female gender, and a significant difference existed between males and females with regard to connected knowing. However, results indicated that males’ mean score on connected knowing was significantly higher than their mean score on separate knowing. Furthermore, results indicated a significant correlation between ethnicity and ways of knowing with historically underrepresented and marginalized individuals more likely to be separate knowers. Finally, results indicated that the mean scores for females differed significantly from those of males on two out of eight factors related to mathematical ways of knowing as measured by the Mathematical Dialectics Measure which was designed specifically for this study. The present findings indicate that relationships do exist among attitudes, anxiety, gender, ethnicity and ways of knowing in mathematics. Since this study was correlational, statements cannot be made about the causal effect of any of these variables on one another. Further research should use an experimental or quasi-experimental design to more thoroughly examine the impact of these variables on one another and on mathematics achievement in particular.
*Advisors/Committee Members: Dr. Nita Paris, Dr. Patricia Bullock, Dr. Mei-Linn Chang.*

Subjects/Keywords: ways of knowing; mathematical ways of knowing; separate knowing; connected knowing; math anxiety; attitude toward math; gender; ethnicity; correlation; survey; semantic differential; anecdotal data; Education; Science and Mathematics Education

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*Separate* and Connected *Knowing*… …mathematical ways of *knowing* and
student ways of *knowing*, specifically *separate* *knowing* and connected… …using *separate* and connected ways of *knowing* and are established individually rather than… …*separate* ways of *knowing* (Belenky et al., 1986, 1997; Galotti, 1998; Hofer & Pintrich, 1997… …demarcated by
what they refer to as *separate* *knowing* and connected *knowing*, has generated…

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APA (6^{th} Edition):

Burnes, A. L. (2014). Understanding Student Mathematical Ways of Knowing: Relationships Among Mathematical Anxiety, Attitude Toward Learning Math, Gender, Ethnicity, and Separate and Connected Ways of Knowing. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/649

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Burnes, Andrea L. “Understanding Student Mathematical Ways of Knowing: Relationships Among Mathematical Anxiety, Attitude Toward Learning Math, Gender, Ethnicity, and Separate and Connected Ways of Knowing.” 2014. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/649.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Burnes, Andrea L. “Understanding Student Mathematical Ways of Knowing: Relationships Among Mathematical Anxiety, Attitude Toward Learning Math, Gender, Ethnicity, and Separate and Connected Ways of Knowing.” 2014. Web. 07 Dec 2019.

Vancouver:

Burnes AL. Understanding Student Mathematical Ways of Knowing: Relationships Among Mathematical Anxiety, Attitude Toward Learning Math, Gender, Ethnicity, and Separate and Connected Ways of Knowing. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/649.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burnes AL. Understanding Student Mathematical Ways of Knowing: Relationships Among Mathematical Anxiety, Attitude Toward Learning Math, Gender, Ethnicity, and Separate and Connected Ways of Knowing. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/etd/649

Not specified: Masters Thesis or Doctoral Dissertation