Project Links Survey Form
VERSION 2
(7/1/97)
| Please enter your personal information. |
| Statement | Should we
include this statement?his statement? |
What would you
like your students to answer? (1=strongly disagree, 5 = strongly agree) |
|
| 1. | What I experience in the real world has little relation to what I learn in math. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 2. | To understand math, I sometimes think about my personal experiences and relate them to the topic being analyzed. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 3. | The thought processes I learned in math have little or no influence on the way I make decisions about my life. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 4. | I have found mathematics to only be useful in math classes. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 5. | The derivations of equations in math has little to do with solving problems in my science/engineering classes. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 6. | Being/becoming proficient in math prepares you for your next math class, but that’s about all. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 7. | I expect to use the methods I have learned in my college level math classes in future classes in science and/or engineering. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 8. | Mathematics is an important tool to help me learn science/engineering. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 9. | I’d rather learn the relevant math for a science course in that science course than in a math course. | (Enter I or
D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 10. | I’d rather learn the relevant math for a science course in a math class than in that science course. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 11. | One of the goals of mathematics is to provide tools for creating models of real world situations. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 12. | Expressing scientific ideas in mathematical equations makes them more confusing. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 13. | A lot of what I see in my science classes is basically just mathematics. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 14. | The concepts and procedures I learn in math classes are not really very useful in my science or engineering classes. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 15. | Many of the concepts in my science or engineering classes are applications of things I learned in math classes. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 16. | If a mathematical prediction of an experiment doesn’t agree with my intuition about the experiment, then I would be more inclined to trust my math. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 17. | Mathematics is a closed system. When you get the answer you know you have it. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 18. | I've usually done well in mathematics. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 19. | I often feel like I'm missing something important in math class. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 20. | There are some concepts that I've encountered in math that I don't think I'll ever understand. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 21. | Mathematics is intrinsically more difficult than other subjects. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 22. | Anyone who works hard can do reasonably well at math. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 23. | If I get bogged down in a math problem I am confident that I can usually find my way out. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 24. | Spending a lot of time (half an hour or more) working on a problem is a waste of time. If I don't make progress quickly, I'd be better off asking someone who knows more(a classmate, a TA, or a Prof.) what to do. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 25. | When learning math, it’s often valuable to work in groups. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 26. | When studying math, I prefer to work alone. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 27. | I don’t want to take any more mathematics courses than I absolutely have to. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 28. | I enjoy tackling challenging math problems. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 29. | Using computer software is a fun way to explore math. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 30. | Mathematics is something I need to be able to use in other courses, but it's not particularly interesting on its own. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 31. | A good understanding of mathematics is necessary for me to achieve my career goals. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 32. | Beyond passing a required course, I don't see the reason for learning the mathematics I am studying. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 33. | I do not understand equations in an intuitive sense; they must just be taken as givens. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 34. | Learning math is a matter of acquiring knowledge that is specifically located in the rules, principles, and equations given in the textbook and in class. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 35. | Only very few specially qualified people are capable of really using mathematics effectively. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 36. | "Understanding" math basically means being able to remember something you've read or been shown. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 37. | All I learn from a derivation of a formula is that the formula obtained is valid and that it is OK to use it in problems. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 38 | In solving a mathematics problem, if my calculation gives a result that differs significantly from what I expect, I would tend to trust the calculation rather than my intuition. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 39. | The derivations of equations in class or in the text has little to do with solving problems or with the skills I need to succeed in this course. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 40. | If I came up with two different approaches to a problem and they gave different answers, I would not worry about it; I would just choose the answer that seemed most reasonable. (Assume the answer is not in the back of the book.) | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 41. | A significant problem in this course is being able to memorize all the information I need to know. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 42. | "Problem solving" in science and engineering basically means matching problems with facts or equations that I learned in math and then substituting values to get a number. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 43. | When I solve most exam or homework problems in math, I usually focus on the equation and don’t explicitly think about the underlying concepts. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 44. | To be able to use a mathematical equation or technique in a problem (particularly in a problem that I haven't seen before), I need have a good understanding of the mathematical concepts involved. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 45. | Mathematical problem solving means being able to find the correct equation to plug the given numbers into. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 46. | All I learn from a derivation of a formula is that the formula obtained is valid and that it is OK to use it in problems. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 47. | I spend a lot of time figuring out and understanding at least some of the derivations given either in class or in the text. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 48. | I do not understand mathematical results in an intuitive sense; they must just be taken as givens. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 49. | Understanding "why" a math problem has a particular answer is often as important as knowing what the answer is. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 50. | In mathematics, exploring ways to solve a problem is at least as important as getting the "right" answer. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 51. | Mathematics is essentially an accumulation of facts, rules, and formulas to be memorized and used. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 52. | Computer examples and simulations on a computer have helped me understand the concepts in my science/engineering classes better. | (Enter I
or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 53. | Using a computer makes learning science more complicated than it needs to be. | (Enter I or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 54. | A computer is an important tool for learning mathematics concepts. | (Enter I or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| 55. | Learning math should not involve computer modeling and other technological tools. | (Enter I or D)
include delete |
1 2 3 4 5
(Enter # between 1 and 5) |
| Rate the modules that you used in this class on a scale of 1 to 10 along the axes: | . | ||
| 56. | Not-informative (1) to informative (10) | (Enter I or D)
include delete |
. |
| 57. | Incomplete (1) to thorough (10) | (Enter I or D)
include delete |
. |
| 58. | Poor (1) to excellent (10) | (Enter I or D)
include delete |
. |
| 59. | Not effective (1) to highly effective (10) | (Enter I or D)
include delete |
. |
| 60. | Useless (1) to extremely helpful (10) | (Enter I or D)
include delete |
. |
| 61. | Boring (1) to interesting (10). | (Enter I or D)
include delete |
. |
| University of Maryland | Physics Department | PERG UMD | Project Links |
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