Not often do mathematics teachers instruct to improve students' attitudes toward mathematics. The pressures to cover the state-mandated curriculum drive teachers to instruct for procedural understanding with few connections. The lack of real-life connections results in students with low motivation toward mathematics and results in poor mathematics attitude (Ma andamp; Kishor, 1997). The purpose of this mixed-methods research is to examine self-regulated learning as an instructional technique aimed at increasing mathematical attitudes while also increasing achievement and to reveal barriers to its implementation in the classroom.The research study involved an intervention in a Mid-South urban high school at the 9th grade level. All students who participated were enrolled in the middle track at the school, thus taking an Algebra I course. The intervention took place with four teachers in seven separate classes. Students were given the opportunity to regulate their own learning based on objectives for district and state requirements. In this pre/post design, students were surveyed for their mathematics attitude and achievement using the Attitude Toward Mathematics Inventory (Tapia, 1996) and a polynomial survey designed by the researcher. Teachers were surveyed and interviewed prior to the study to develop a sense of their teaching preferences. During the experiment classroom observations were conducted to assist in developing themes in the intervention. Following the study, extensive interviews took place with each participating teacher.Data analyses revealed no statistically significant difference between the control and experimental group in regards to mathematics attitude and achievement. Qualitative analysis using constant comparative strategies (Denzin andamp; Lincoln, 2000) revealed many teacher barriers and misconceptions. Teachers felt uncomfortable with the technique and were unable to allow the students to fully regulate their learning. The teachers imposed a timeline, quizzes, written tests, and direct instruction techniques on the students during the study. All of these created barriers to the students fully regulating their learning. Also, teachers' perceptions of learning and attitude were not valid. Teachers believed the students achieved at a lower level than with a traditional approach and viewed their attitudes as worse than normal. This was in direct contrast to the quantitative results.

The purpose of the research study is to investigate the effect of peer instruction method on the 8th grade students&rsquo / mathematics achievement and mathematics attitudes in transformation geometry (fractals, rotation, reflection, translation) in crowded classrooms (more than 50 students). Besides, in this study it was aimed to investigate the gender differences regarding mathematics achievement and mathematics attitude. The study was conducted during the academic year 2009-2010. The sample was consisted of 112 eighth grade students from a public elementary school in K&uuml / &ccedil / &uuml / k&ccedil / ekmece district in Istanbul. Two classes, instructed by the researcher, were randomly assigned as experimental and control groups. The experimental group students were taught the subject transformation geometry through peer instruction method, while the control group students were taught the subject transformation geometry conventionally. Mathematics Achievement Test (MAT) and Attitude towards Mathematics Scale (ATMS) were administered to students as measuring instruments. The two-way ANCOVA and two-way ANOVA statistical techniques were performed in order to answer to the research questions. Results indicated that the peer instruction method has significant positive effects on students&rsquo / mathematics achievement and attitudes towards mathematics. Also, it was shown that there is not a significant difference between the female and male students&rsquo / mathematics achievement and mathematics attitudes.

The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquo / achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments / creative drama based instruction and regular instruction was compared. In order to measure students&rsquo / mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo / attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.

The aims of this study were to investigate the effects of two different methods of dynamic geometry based computer instruction on seventh grade students&rsquo / attitudes towards geometry, attitudes toward mathematic and technology and spatial abilities compared to traditional textbook based instruction and to get the students&rsquo / views related to the effects of computer based instruction on their learning. The sample consisted of 57 seventh grade students from a private elementary school in Kayseri. The study was conducted in the 2006-2007 academic year, lasting 14 lesson hours (two weeks). The data were collected through spatial ability test, mathematics and technology attitude scale, geometry attitude scale, and interviews. The quantitative analyses were carried out by using multivariate covariance analyses. The results revealed that two different methods of dynamic geometry based computer instruction didn&rsquo / t have a significangt effect on students&rsquo / spatial abilities compared to traditional textbook based instruction. The results also indicated that two different methods of dynamic geometry based instruction had a significant effect on students&rsquo / attitudes toward geometry, mathematics and technology compared to traditional textbook based instruction. The results of the interviews indicated that computers created a dynamic learning environment which supported students&rsquo / development and computers also helped students to explore mathematic in a far more meaningful way.

The purpose of the study is threefold: (1) to examine students&rsquo / attitudes toward mathematics in terms of cognitive, affective and behavioral components, (2) to examine the relationships among students&rsquo / perceptions of their mathematics teacher&rsquo / s teaching profession, their mathematics teacher&rsquo / s and parents&rsquo / attitudes toward and expectations from them as learners of mathematics, some affective variables students have and the time they spent on mathematics at home and (3) to examine the relationships between students&rsquo / perceptions of their mathematics teacher&rsquo / s teaching profession, their mathematics teacher&rsquo / s and parents&rsquo / attitudes toward and expectations from them as learners of mathematics and three components of attitude toward mathematics, namely, cognitive, affective and behavioral components. The subjects of the study consists of 1960 7th grade students enrolled in 19 different public elementary schools in Istanbul. The study was carried out during the fall semester of 2009-2010 academic year. Structural equation modeling techniques were used to test the hypothesized relationships. The significant level was set to 0.05. Major findings revealed that (1) Attitude toward mathematics is identified with the three factors namely, cognitive, affective and behavioral, (2) Students&rsquo / perceptions of their mathematics teacher&rsquo / s teaching profession, their mathematics teacher&rsquo / s and parents&rsquo / attitudes toward and expectations from them as learners of mathematics statistically and significantly explain their confidence in learning mathematics, beliefs about the usefulness and importance of mathematics, liking for mathematics, mathematics anxiety, behaviors toward mathematics and the time they spent on mathematics at home, and (3) Students&rsquo / perceptions of their mathematics teacher&rsquo / s teaching profession, their mathematics teacher&rsquo / s and parents&rsquo / attitudes toward and expectations from them as learners of mathematics statistically and significantly explain three components of attitude toward mathematics.

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The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquo / achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments / creative drama based instruction and regular instruction was compared. In order to measure students&rsquo / mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo / attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.

The aims of this study were to investigate the effects of drama based instruction on seventh grade students&rsquo / achievement on geometry (angles and polygons / circle and cylinder), retention of achievement, van Hiele geometric thinking level, attitudes toward mathematics and attitudes toward geometry compared to the traditional teaching / to get the students&rsquo / views related to the effects of drama based instruction on their learning, friendship relations, awareness of themselves, and the role of teacher and students / and to get the view of teacher who was present in the classroom during the treatment on drama based instruction. The study was conducted on three seventh grade classes from a public school in the 2002-2003 academic year, lasting 30 lesson hours (seven and a half week). v The data were collected through angles and polygons / and circle and cylinder achievement tests, the van Hiele geometric thinking level test, mathematics and geometry attitude scale, and interviews. The quantitative analyses were carried out by using two multivariate covariance analyses. The results revealed that drama based instruction had a significant effect on students&rsquo / angles and polygons achievement, circle and cylinder achievement, retention of these achievement, van Hiele geometric thinking level, mathematics attitude, and geometry attitude compared to the traditional teaching. According to the interview responses of the experimental group students and the classroom teacher, significantly better performance of the experimental group students was attributable to the potential of the drama based instruction to make learning easy and understanding better by / supporting active involvement, creating collaborative studying environment, giving chance to improvise daily life examples, giving opportunity to communicate, providing meaningful learning, supporting long-lasting learning and providing selfawareness.

This study was conducted to investigate the effect of analogy-enhanced instruction on students&rsquo / achievement in function and attitudes toward mathematics. The study was conducted with 63 ninth grade students in one of the public high schools in Konya, Turkey during Spring 2005 semester. The experimental group received instruction with analogy-enhanced model. The control group received instruction with traditional method. The matching-only pre-test- post-test control group design was used in the study. The following measuring instruments were used to collect data: The Function Achievement Test, Mathematics Attitude Scale and open ended questions. The data of the present study were analyzed by using Multivariate Analysis of Variance (MANOVA) and paired t-test. Results of the study indicated that: (1) There was a significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of the function achievement, (2) there was no significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of attitudes toward mathematics, (3) there was a significant mean difference between gained scores of students received instruction with analogy-enhanced method and those received instruction with traditional method in terms of attitudes toward mathematics.

本研究主要目的在瞭解透過動態評量回饋系統輔助教學對提升國中數學學習成效及數學學習態度的影響。本研究針對新北市某國中八年級兩班學生共38人，每週進行五節，總計為六週之數學教學實驗。本研究採準實驗研究設計，自變項為教學模式，在實驗組以動態評量回饋系統融入學習之數學教學課程而在對照組使用一般傳統教學方法進行數學評量及回饋課程。依變項為「數學學習成效測驗」、「數學學習態度量表」，共變項為八上三次段考平均。以單因子共變數分析與二因子重複量數混合設計變異數分析進行統計分析，研究結果如下: 一、在數學科學習成效方面：以動態評量回饋系統輔助數學教學，能提升數學科學習成效。 二、在數學學習態度方面：在數學學習態度分向度之「外在動機」向度上，實驗組與對照組有顯著差異，證實以動態評量回饋系統輔助數學教學，能提升數學學習態度之外在動機。在數學學習態度整體面向並未有顯著差異，證實以動態評量回饋系統輔助教學並未能提升數學整體學習態度。 三、學生對動態評量回饋系統輔助教學的回饋： 1、學生普遍具有正向、積極的反應。 2、學生願意多花時間來加強數學的學習。 綜上所述，本研究針對結果提出具體建議，以提供教學設計、數學教學及未來相關研究之參考。 / The purpose of this study was to investigate junior high school students’ mathematics learning achievement by using a Dynamic Assessment and Feedback (DAF) system. The overall investigation process is designed as a quasi-experiment, where two classes of eighth-grade junior high school students in New Taipei County were randomly assigned to either the experimental(n=18) or the control groups(n=20). It took totally six weeks, and there were five classes per week to perform the instructional experiments. In the experiments, the independent variables were instructional strategies and the dependent variables were Mathematics Achievement Test and Mathematics Learning Attitude. The measurement instruments include Questionnaire for Mathematics Learning Attitude, Mathematics Achievement Test, and Questionnaire for Students’ Perception of Mathematics Instruction with DAF system. According to the students’ Mathematics Achievement Test, the statistical analysis was performed by one-way ANCOVA. By conducting t-test for the scores of the math learning attitude measurement, the analysis of math learning attitude was carried out by the two-way Mixed ANOVA. After analyzing the data, the findings of this study are summarized below: 1.Mathematics Achievement: The experimental group scored higher in the Mathematics achievement test than the control group did. 2.Mathematics Learning Attitude: No significant interaction between the teaching methods was found in attitude for learning Mathematics. A significant difference was found between the experimental group and the control group in their extrinsic motivation for Mathematics Learning Attitude. 3.The students’ feedback after the (DAF) system mode: I.Most students in the experimental group did enjoy the DAF system. II.Most students were willing to spend more time using the DAF system to practice Mathematics. Finally, based on these findings, this study proposes several suggestions for school administrators, teachers in junior high school math curriculum and future research are also discussed.