Search

This study investigated how motivational orientations and learning strategies predict ninth graders' non-routine mathematical problem-solving anxiety. Non-routine mathematical problem-solving anxiety classification and prediction were investigated through TwoStep cluster analysis, linear discriminant analysis, and logistic regression. 274 ninth graders participated in the study. The participants were clustered based on their problem-solving achievements and test anxiety levels: high-level and low-level problem-solving anxiety. Extrinsic goal orientation, rehearsal, and peer learning were significant classifiers. Intrinsic goal orientation, self-efficacy, rehearsal, and help-seeking were significant predictors for ninth graders' non-routine mathematical problem-solving anxiety.

This paper will cover the design of a learning environment as a classroom regarding the Quadratic Equations, Functions and Graphs. The goal of the learning environment offered in the paper is to design a classroom where students will enjoy the process, use their skills they already have during the learning process, control and plan their learning process, and have the right of free choice of which way they can learn easily. Besides, it is alleged that in the paper, students will be more engaged, motivated and self-confident in this learning environment in terms of theories and approaches. Besides, students will have computers and graph calculators in the classroom, and some applications and programs will be provided such as Cabri, Maple, Derive, etc. [For the complete proceedings, see ED579395.]