Relationship between students' attitude towards, and performance in mathematics word problems.

The study explored the relationship between students' attitude towards, and performance in mathematics word problems (MWTs), mediated by the active learning heuristic problem solving (ALHPS) approach. Specifically, this study investigated the correlation between students' performance and their attitude towards linear programming word tasks (ATLPWTs). Tools for data collection were: the adapted Attitude towards Mathematics Inventory-Short Form (ATMI-SF), (α = .

Teacher efforts towards the development of students' mathematical reasoning skills.

Research shows that improved mathematical reasoning results in improved conceptual understanding and the application of mathematical knowledge to a variety of real-world contexts. The assessment of teacher efforts to help students develop their mathematical reasoning, however, and the identification of classroom practices that encourage this growth have received less attention in previous studies. A descriptive survey was conducted with 62 mathematics teachers from six randomly chosen public secondary schools in one district.

Dataset on the relationship between students' attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach.

The present data was applied to investigate the relationship between students' attitude towards, and performance in mathematics word problems (MWTs), mediated by the active learning heuristic problem-solving (ALHPS) approach. Specifically, the data reports on the correlation between students' performance and their attitude towards linear programming (LP) word tasks (ATLPWTs). Four types of data were collected from 608 grade 11 students who were selected from eight secondary schools (both public and private).

Data on students' mathematical reasoning test scores: A quasi-experiment.

The data presented here were collected from 301 grade 11 students selected from six public secondary schools within one district. These students participated in a quasi-experimental study whose aim was to investigate the effects of the Student-Teams Achievement Division (STAD) on students' mathematical reasoning. Six intact classes from the participating schools were selected using a cluster random sampling method, three of which were randomly assigned to the control group while the other three were randomly assigned to the experimental group.