How beliefs affect mathematical concepts

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How beliefs affect mathematical concepts

• By,
• Steven Dunn

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General Question

• Ask yourself just how many concepts it takes to
  understand and achieve in mathematics?

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Are We Achieving Mathematical Power for All?

• A decade of national data on instruction and
  achievement.
• Race and socioeconomic status(SES)-related trends
  in student mathematics achievement.
• Results

Lubinski, Sarah Theule. (2002) Are we achieving
Mathematical power for all. Educational
Resource Association.
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Role of Mathematics Self-Efficacy

• Relationship between self-efficacy and motivation
  in mathematics
• Relationship between the affect of self-efficacy
  and motivation has on Hispanic and Caucasian
  students.

Stevens, Tara. (2004) Role of Mathematics
Self-Efficacy and Motivation in Mathematics
Performance Across Ethnicity. The Journal of
Educational Research.
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Relations Between Self-Beliefs and Achievement

• Do mothers beliefs matter 12 years later?
• Gender stereotypes
• Results

Bleeker. (2004) Achievement in Math and Science
Do mothers beliefs matter 12 years later?
Journal of Educational Psychology.
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The Classroom Environment

• Relationship of classroom environment and the use
  of avoidance strategies
• The environment that the teacher creates
• Results

Turner. (2002) The classroom environment and
students reports of avoidance strategies in
mathematics A multimethod study Journal of
Education Psychology.
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Mathematics Self-Concept

• Self-Concept- is a multidimensional construct
  that refers to a persons perception of self in
  terms of both academic and nonacademic aspects.
• An International Investigation of mathematical
  self-concept and their relationship with
  mathematics achievement.
• Why differences were found?

Wilkins, Jesse. (2004) Mathematics and Science
self-concept an international investigation. The
Journal of Experimental Education.
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Teaching Methods

• Cooperative learning- explaining the material to
  the class
• Metacognitive training- training students who
  work in small groups
• Comparisons of both with individualized learning.
  

Kramarski, Bracha. (2003) Enhancing Mathematical
reasoning in the classroom the effects of
cooperative learning and metacognitive training
American Educational Research Journal.
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Comparisons
Metacognitive Training Combined with
Cooperative Learning
Individualized learning Combined with
Metacognitive Training
Individualized learning Combined with Cooperative
Learning
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Conclusions

• The main conclusion in my presentation is that
  there are many different factors that go into
  mathematical concepts.
• Math can be a funny subject, it takes positive
  self-concept to master the material without that
  you dont have a chance at being successful.
  Nick DiBari