Mathematically-based stories in junior classes : do stories change attitudes toward mathematics?

Abstract

This study explored evidence of a change in students' attitude towards mathematics in junior classes through the use of a mathematically-based stories unit. Using a questionnaire, observations, interviews, and classroom audiotapes, a pre- and post- design was used with the implementation of the unit. Attitude did not change quantitatively according to the questionnaire results, but there was a postitive reaction by participants, as noted during the interviews, to the mathematically-based stories unit. A small sample size and limited choice in teacher volunteers are possible limitations to the results. A longitudinal study using the same elements might produce more definitive results.