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