Class
Article
Department
School of Teacher Education and Leadership
Faculty Mentor
Katherine Vela
Presentation Type
Poster Presentation
Abstract
As test scores place US teenagers lower down on the list of developed countries in mathematics achievement, scholars seek to understand what is keeping students from engaging more deeply and successfully in mathematics. Though many affective and motivational factors contribute to future mathematics engagement, mathematics self-concept has been shown to be a consistent predictor of long-term outcomes (Marsh et al., 2019), especially when affective or emotional outcomes are considered (Huang, 2012). This paper examines the construct of mathematical self-concept through analysis of the mathematical identity variable in the High School Longitudinal Survey (2009), and investigates whether teacher behaviors, such as caring and teaching for conceptual understanding, can increase students’ mathematical identities. Regression analysis shows that teaching for conceptual understanding positively relates with students’ mathematical identities. I also discuss findings related to perceptions of teacher caring and students' stereotype beliefs, and how they related to students' mathematics identities. Presentation Time: Wednesday, 11 a.m.-12 p.m.Zoom link: https://usu-edu.zoom.us/j/85282214929?pwd=Yld6WTgvSG01QmFTK3dTSHlDamZtUT09
Location
Logan, UT
Start Date
4-8-2021 12:00 AM
Included in
What Can I Do About It? Teaching Behaviors That Strengthen Students' Mathematical Identities
Logan, UT
As test scores place US teenagers lower down on the list of developed countries in mathematics achievement, scholars seek to understand what is keeping students from engaging more deeply and successfully in mathematics. Though many affective and motivational factors contribute to future mathematics engagement, mathematics self-concept has been shown to be a consistent predictor of long-term outcomes (Marsh et al., 2019), especially when affective or emotional outcomes are considered (Huang, 2012). This paper examines the construct of mathematical self-concept through analysis of the mathematical identity variable in the High School Longitudinal Survey (2009), and investigates whether teacher behaviors, such as caring and teaching for conceptual understanding, can increase students’ mathematical identities. Regression analysis shows that teaching for conceptual understanding positively relates with students’ mathematical identities. I also discuss findings related to perceptions of teacher caring and students' stereotype beliefs, and how they related to students' mathematics identities. Presentation Time: Wednesday, 11 a.m.-12 p.m.Zoom link: https://usu-edu.zoom.us/j/85282214929?pwd=Yld6WTgvSG01QmFTK3dTSHlDamZtUT09