# 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

- http://www.math.com/students/advice/anxiety.html
- http://www.mathpower.com/index.htm
- http://mathmamawrites.blogspot.com/2009/07/myths-about-math.html
- http://mathisfun.com/
- http://www.purplemath.com/
- http://www.funeducationalapps.com/#
- https://www.youcubed.org/
- http://www.ramshillfarm.com/EdRelated/Games/MathGames.html

**References**

Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. *Journal of Vocational Behavior*, *23*(3), 329–345. http://doi.org/10.1016/0001-8791(83)90046-5

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

Ke, F. (2013). Computer-game-based tutoring of mathematics. *Computers and Education*, *60*(1), 448–457. http://doi.org/10.1016/j.compedu.2012.08.012

Mesa, V. (2012). Achievement goal orientations of community college mathematics students and the misalignment of instructor perceptions. *Community College Review*, *40*(1), 46–74. http://doi.org/10.1177/0091552111435663

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