Can Mathematical Self-Beliefs Be Increased?

Abstract

Strengthening mathematical self-beliefs prior to taking math courses, can greatly improve coursework results as noted by Jameson and Fusco (2014) and others. We will briefly examine why these beliefs are important and a few ways they can be strengthened.

In “Can Mathematical Self-Beliefs be Strengthened?” we will examine the results collected on Kaplan students from a recent dissertation study, to determine if Mathematical Self-Beliefs can be increased outside the formal classroom using serious math games.

Overview
  • Mathematical Self-Beliefs
  • Why are these Self-Beliefs Important?
  • How can they be strengthened?
  • My Research
  • Additional Resources
Additional Resources
References

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Boaler, J., & Sengupta-Irving, T. (2016). The many colors of algebra: The impact of equity focused teaching upon student learning and engagement. Journal of Mathematical Behavior. http://doi.org/10.1016/j.jmathb.2015.10.007

Eyster, T. (2017) Serious Mathematics Games Bolster Self-Concept and Self-Efficacy in Women Learners (Doctoral dissertation, Northcentral University). http://wp.me/p9dxda-u

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115. http://doi.org/10.1177/1365480214521457

Jameson, M. M., & Fusco, B. R. (2014). Math anxiety, mathematical self-concept, and mathematical self-efficacy in adult learners compared to traditional undergraduate students. Adult Education Quarterly, 64(4), 306–322. http://doi.org/10.1177/0741713614541461

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Pareto, L., Haake, M., Lindström, P., Sjödén, B., & Gulz, A. (2012). A teachable-agent-based game affording collaboration and competition: Evaluating math comprehension and motivation. Educational Technology Research and Development, 60, 723–751. http://doi.org/10.1007/s11423-012-9246-5

Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48. http://doi.org/10.1080/01443410.2013.797339

October, 2017 @ Kaplan University Village, online

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