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)
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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)
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(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)
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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)
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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)
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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)
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(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)
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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)
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(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)
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(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)
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(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)
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(Enter # between 1 and 5) 
12.  Expressing scientific ideas in mathematical equations makes them more confusing.  (Enter I
or D)
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(Enter # between 1 and 5) 
13.  A lot of what I see in my science classes is basically just mathematics.  (Enter I
or D)
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(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)
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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)
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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)
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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)
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1 2 3 4 5
(Enter # between 1 and 5) 
18.  I've usually done well in mathematics.  (Enter I
or D)
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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)
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(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)
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(Enter # between 1 and 5) 
21.  Mathematics is intrinsically more difficult than other subjects.  (Enter I
or D)
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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)
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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)
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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)
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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)
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(Enter # between 1 and 5) 
26.  When studying math, I prefer to work alone.  (Enter I
or D)
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(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)
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1 2 3 4 5
(Enter # between 1 and 5) 
28.  I enjoy tackling challenging math problems.  (Enter I
or D)
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(Enter # between 1 and 5) 
29.  Using computer software is a fun way to explore math.  (Enter I
or D)
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(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)
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(Enter # between 1 and 5) 
31.  A good understanding of mathematics is necessary for me to achieve my career goals.  (Enter I
or D)
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(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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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(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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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(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)
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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)
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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)
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(Enter # between 1 and 5) 
53.  Using a computer makes learning science more complicated than it needs to be.  (Enter I or D)
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(Enter # between 1 and 5) 
54.  A computer is an important tool for learning mathematics concepts.  (Enter I or D)
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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)
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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.  Notinformative (1) to informative (10)  (Enter I or D)
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. 
57.  Incomplete (1) to thorough (10)  (Enter I or D)
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. 
58.  Poor (1) to excellent (10)  (Enter I or D)
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. 
59.  Not effective (1) to highly effective (10)  (Enter I or D)
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. 
60.  Useless (1) to extremely helpful (10)  (Enter I or D)
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. 
61.  Boring (1) to interesting (10).  (Enter I or D)
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. 
University of Maryland  Physics Department  PERG UMD  Project Links 
