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Students ’ Perceptions of Unsuccessful and Successful Math Learning

Students ’ Perceptions of Unsuccessful and Successful Math Learning. Laurel Howard S27 Thursday 11:20-12:10. Background. 38 Years of College-Level Teaching Last 6 Years-Developmental Mathematics Puzzled Unsuccessful Before Successful Now What Experiences Enabled the Shift?.

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Students ’ Perceptions of Unsuccessful and Successful Math Learning

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  1. Students’ Perceptions of Unsuccessful and SuccessfulMath Learning Laurel Howard S27 Thursday 11:20-12:10

  2. Background • 38 Years of College-Level Teaching • Last 6 Years-Developmental Mathematics • Puzzled • Unsuccessful Before • Successful Now • What Experiences Enabled the Shift?

  3. Preliminary Research • 60% to 75% of entering community college freshmen need mathematics remediation (Shore & Shore, 2003) • 71% of all postsecondary institutions and 97% of all public 2-year institutions offer remedial mathematics courses.(US Dept. of Ed.)

  4. Preliminary Research • Post-Secondary Institutions Have High Attrition Rate in Remedial Courses(Autrey, Horton, Kher, Molstead, & Juneau, 1999) • EXPENSIVE ! • Queensborough Community College, NY-Almost 20% of Budget for Remedial Education

  5. Influences on Student Performance • Students’ Perceptions of Success Capability (Middleton & Spanias, 1999) • Beliefs(Dweck, 2006) • Motivation(Middleton & Spanias, 1999) • Attitude(Hannula, 2006) • Learning Strategies • Avoidance (Turner, Thorpe, & Meyer, 1998) • Homework (Keith, Diamond-Hallam, & Fine, 2004) • Attendance (Faro-Schroeder,1995) • Asking Effective Questions (De Jesus, Almeida, & Watts, 2004)

  6. What do Students Say? • No Studies Found Where Students Expressed Their Perceptions Regarding Unsuccessful and Successful Mathematics Learning! • No Studies Where Students’ Voice Was Heard

  7. Qualitative Study-Phenomenology • 4,000 Developmental Students • 85% Caucasian, 4% Hispanic, Other Minorities Less than 2% • 60% Traditional, 40% Non-Traditional • 22 Full-Time Faculty Recommended Top 2 Students • 33 Recommended—Given Demographic Survey • 14 Selected—8 Male, 6 Female—Half Traditional

  8. Data Collection • One-Hour Interviews • Classroom Observations • Formative and Summative Assessments • Reflexive Journals

  9. Analysis • All Data Sources • Find Clusters of Meanings • Consolidated into Themes • Formed Written Description

  10. Verification • Triangulation • Member Checking • Rich Description • External Audit

  11. RESULTS • TURNING POINT • MOTIVATION • STRATEGIES

  12. Turning Point Unsuccessful • Knew WHEN they started having difficulties and WHAT the concept was • Developed “Fixed Mindset”

  13. Turning Point Successful • Conscious Decision to Return to School • Changed to “Growth Mindset”

  14. Motivation • Students were asked why they thought they were successful now when they had not been successful before. • MOTIVATION was Number One Answer

  15. Motivation Unsuccessful • Fixed Mindset-Not Capable of Learning Any Further (Dweck, 2006) • Lack of Motivation • “Learned Helplessness” (Middleton & Spanias, 1999) • Attitude—Hatred

  16. Motivation Successful • Growth Mindset-Through consistent effort, capabilities can grow • Attitude—Enjoyment • Confidence

  17. Unsuccessful Strategy AVOIDANCE—Coping Strategy • Avoided Participating • Avoided Asking Questions • Avoided Doing Homework • Avoided Taking Any More Math Courses • Avoided Being “Caught”

  18. Successful Strategies • Followed Placement Assessment • Consistent Attendance • Seating Position • Question for Understanding

  19. Successful Strategies • Doing Homework Consistently • Proactive in Finding and Using Helpful Resources • Math Lab • Tutors • Teacher

  20. Implications Turning Point • Students Knew Exact Turning Point • Teachers Watch for Students Experiencing Turning Point • Develop Possible Diagnostics for Turning Point

  21. Implications Lasting Impact • Fixed Mindset • Teachers can foster Growth Mindset • Fixed Mindset fueled Lack of Motivation

  22. Motivation • Growth Mindset fueled the Motivation for students to be PROACTIVE in Learning • Teachers fostering growth mindset help students see themselves as capable of being responsible for their own learning

  23. Strategies Teachers can help students be aware of Successful Learning Strategies • To Learn from Teacher, Need to be in Class • Not only need to be in Class, but must PAY ATTENTION • Ask Questions until Understand

  24. Strategies Teachers can help students be aware of Successful Learning Strategies • Do Homework Until Understand • Requires Time and Effort • “Math is a Lot of Work!” • Seek Out and Use Available Resources

  25. Further Research • Turning Point • Diagnostics for Turning Point • Instructional Techniques for Fostering Growth Mindset • Learning Resources • Other Populations

  26. Conclusion • Change in Mindset • Produced Change in Motivation • Transformed the Ability to be Successful

  27. Contact Information • Laurel Howard • Associate Professor • Developmental Mathematics • Utah Valley University • 800 W. University Parkway • Orem, UT 84058 • (801)863-6311 • howardla@uvu.edu

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