PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
The effect of mathematics hybrid course on students’ mathematical beliefs
Page: 623
Computer-based courses (e.g., online or hybrid) have significantly changed the design of pedagogy and curriculum in the past decade, which include online teaching and learning on mathematics education. As beliefs play an essential role on achievement, the impact of computer-based courses on mathematical beliefs is still underdeveloped. In particular, we are interested in whether mathematics hybrid class (blend of online and face-to-face) has different impact on students’ mathematical beliefs compared to regular face-to-face class. A two-by-two design of instruction method (hybrid vs. regular) and mathematics performance (high vs. low) was employed. The results showed that both hybrid and regular class students believed understanding and memorization were equally important in mathematics learning. Hybrid class students showed more flexibility in selecting solution methods compared to regular class students on their beliefs about problem solving.