Mathematical Self-Beliefs are Important

Abstract

Mathematical Self-Beliefs are Important for successfully completing math classes, but they are also important for entering STEM fields and even Higher Education. Many people, especially older women, have low math self-beliefs, how can they be improved? We will look at some ways they can be improved, plus the results from my dissertation research involving students and serious math games.

Overview

• Mathematical Self-Beliefs
• Why are these Self-Beliefs Important?
• How can they be strengthened?
• My Research
• Additional Resources
• Questions & Contact

Additional Resources

• http://www.math.com/students/advice/anxiety.html
• http://www.mathpower.com/index.htm
• http://mathisfun.com/
• http://www.purplemath.com/
• https://www.youcubed.org/

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

Presented

November 2017 @ EPaDel MAA Fall 2017 Section Meeting, Shippensburg University, PA