Project Links Survey Form
VERSION 2    (7/1/97)
Please enter your personal information. 

Name: 

Your Department: 

Module you are Developing: 

Institution: 

E-mail address: 

 
 
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 thatís 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 

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1 2 3 4 5  
(Enter # between 1 and 5) 
9. Iíd 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. Iíd 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 

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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 doesnít 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, itís 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 donít 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 donít 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

.
 

RETURNS

University of Maryland Physics Department PERG UMD Project Links
page created by E. F. Redish and Mel Sabella.
email: msabella@delphi.umd.edu