III. Why do you think you are good or poor at mathematics?
Please think carefully about your maths lessons this year. In the
following questions, write your answers in the large boxes. Where
there is a choice, please put a tick in the small box by the answer
nearest to what you think.
Do you think you are Very good, Good, OK, Poor, Very poor at Maths you do in
school?
|
Very good_____ |
Good________ |
OK________ |
Poor__________ |
Very poor______ |
If you chose Very Good, Good or OK
Please choose the reason why you are good at Maths you do in
school. TICK ONLY ONE.
|
I am talented in learning mathematics.___________________________________ | |
|
I try hard to learn mathematics.__________________________________________ | |
|
It is just lucky if I do well at Maths classes.__________________________________ | |
|
The instruction of our Maths teacher is very good.______________________ | |
|
I have enough support to do well from my parents or juku teachers. | |
|
Tasks and tests are not so difficult in Maths classes.____________________ |
If you chose Poor or Very Poor
Please choose the reason why you are poor at Maths you do in
school. Tickonlyone.
|
I am not talented in learning mathemaitcs._______________________________ | |
|
I do not try hard to learn mathematics.___________________________________ | |
|
It is just unlucky if I do not well at Maths classes._________________________ | |
|
The instruction of our Maths teacher is not very good.__________________ | |
|
I don’t have enough support to do well from my parents or juku | |
|
Tasks and tests are very difficult in Maths classes.______________________ |
More intriguing information
1. Orientation discrimination in WS 22. Structural Breakpoints in Volatility in International Markets
3. Popular Conceptions of Nationhood in Old and New European
4. Do the Largest Firms Grow the Fastest? The Case of U.S. Dairies
5. Higher education funding reforms in England: the distributional effects and the shifting balance of costs
6. Cyclical Changes in Short-Run Earnings Mobility in Canada, 1982-1996
7. SOME ISSUES CONCERNING SPECIFICATION AND INTERPRETATION OF OUTDOOR RECREATION DEMAND MODELS
8. Short- and long-term experience in pulmonary vein segmental ostial ablation for paroxysmal atrial fibrillation*
9. Program Semantics and Classical Logic
10. The name is absent