Student Attitudes in a Reformed Mathematics Classroom

This paper investigates changes in attitude using an adapted version of the Fennema-Sherman Mathematics Attitude Scales (F-S MAS). Writing samples, such as student math autobiographies, journals, and responses to mathematical problems, were collected, and student evaluations of teaching across semesters were reviewed. Over three semesters, a modified F-S MAS survey was administered to students in reform and non-reform sections. Pre-and post-course attitude scores were compared across groups. It is concluded that attitudes toward mathematics are based on long-term interactions with the subject and mathematics teachers; they take a long time to develop and are hard to change. (Contains 18 references.) (ASK) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AN