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How Classroom Interventions Can Prom...

Westrich, Kevin M.

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How Classroom Interventions Can Promote Development of Positive Mathematical Identity: An Action Research Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How Classroom Interventions Can Promote Development of Positive Mathematical Identity: An Action Research Study./
作者:	Westrich, Kevin M.
面頁冊數:	244 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663354
ISBN:	9781321903966

How Classroom Interventions Can Promote Development of Positive Mathematical Identity: An Action Research Study.
Westrich, Kevin M.

How Classroom Interventions Can Promote Development of Positive Mathematical Identity: An Action Research Study. - 244 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--University of Rochester, 2015.

This item must not be sold to any third party vendors.

At a time when the number of U.S. students choosing to major in mathematics is declining and there is a shortage of graduates in fields which require advanced mathematics, there is little focus on students' affective feelings and beliefs toward mathematics or how they value mathematics as part of their lives and as a necessary part of their future. The need for encouragement in continuing to study mathematics is even greater among those traditionally underrepresented in mathematics including women, African Americans, and Latinas/os. A classroom emphasis on supporting students as individuals in developing an appreciation for mathematics and seeing the value of mathematics for their future may thus work to relieve the shortage of students choosing careers involving mathematics as well as support the shift to the Common Core State Standards.

ISBN: 9781321903966Subjects--Topical Terms:

641129
Mathematics education.

How Classroom Interventions Can Promote Development of Positive Mathematical Identity: An Action Research Study.
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245 1 0 $a How Classroom Interventions Can Promote Development of Positive Mathematical Identity: An Action Research Study.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Advisers: April Luehmann; Raffaella Borasi; Cynthia Callard.
502 $a Thesis (Ed.D.)--University of Rochester, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a At a time when the number of U.S. students choosing to major in mathematics is declining and there is a shortage of graduates in fields which require advanced mathematics, there is little focus on students' affective feelings and beliefs toward mathematics or how they value mathematics as part of their lives and as a necessary part of their future. The need for encouragement in continuing to study mathematics is even greater among those traditionally underrepresented in mathematics including women, African Americans, and Latinas/os. A classroom emphasis on supporting students as individuals in developing an appreciation for mathematics and seeing the value of mathematics for their future may thus work to relieve the shortage of students choosing careers involving mathematics as well as support the shift to the Common Core State Standards.
520 $a Using an action research methodology, this study is designed to promote characteristics of positive mathematical identity in secondary school students. These characteristics, which have been linked to success in mathematics, include: confidence in mathematical ability, motivation to succeed in school mathematics, valuing mathematics as a discipline, and seeing mathematics as necessary for the future. In order to promote these characteristics of mathematical identity, I enacted a change in my teaching practice to include an explicit classroom focus on student's affective relationship with mathematics. The intervention activities involved student participation in writing journal entries, class discussions, mini-lessons and completion of surveys about perceptions and beliefs about mathematics, as well as writing a mathematical autobiography.
520 $a Using a theoretical framework involving identity theory, research on mindset, stereotype theory, and principles of mathematics for social justice, this study addressed the following research question: How can an explicit classroom focus on student beliefs about mathematics nurture development of positive mathematical identity? This question was addressed by analyzing data from student journal entries, surveys, a teacher log, student mathematical logs, transcripts of class discussions, and student mathematical autobiographies. These data were collected during the fall of 2014 and were coded and analyzed using qualitative data analysis methods looking for patterns and themes in the data to reach conclusions regarding the research question. More specifically, these data were analyzed to examine (a) how students engaged with intervention activities (b) what students shared about their perceptions of mathematics and (c) how students were impacted by the intervention activities in support of their development of positive mathematical identity.
520 $a Findings from this study suggest that there can be great value for both students and teachers in devoting explicit attention to students' beliefs and feelings in a mathematics course, and suggest specific activities that teachers could use to do so, along with their potential benefits and limitations. The study confirms previous findings that many urban students find their personal relationship with mathematics as a challenging and at times emotionally charged subject, and have little appreciation of the utility of mathematics in general and more specifically how school mathematics is related to their lives. This, in turn, has a negative impact on their confidence, motivation, and willingness to engage in advanced mathematics. The study also shows that students with different mathematical histories of success in high school mathematics varied in how they engaged with the intervention activities and how they held different beliefs related to confidence and motivation. While it was difficult to determine the impact of the intervention on participants' development of positive identity, several positive outcomes were documented, including the development of a stronger class community.
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