Students’ Perceptions of Unsuccessful and Successful

Math Learning

Laurel HowardS27

Thursday 11:20-12:10

38 Years of College-Level Teaching Last 6 Years-Developmental Mathematics

Puzzled◦Unsuccessful Before◦Successful Now◦What Experiences Enabled the Shift?

Background

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.)

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

Preliminary Research

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)

Influences on Student Performance

No Studies Found Where Students Expressed Their Perceptions Regarding Unsuccessful and Successful Mathematics Learning!

No Studies Where Students’ Voice Was Heard

What do Students Say?

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

Qualitative Study-Phenomenology

One-Hour InterviewsClassroom ObservationsFormative and Summative Assessments

Reflexive Journals

Data Collection

All Data SourcesFind Clusters of MeaningsConsolidated into ThemesFormed Written Description

Analysis

TriangulationMember CheckingRich DescriptionExternal Audit

Verification

TURNING POINT

MOTIVATION

STRATEGIES

RESULTS

UnsuccessfulKnew WHEN they started having difficulties and WHAT the concept was

Developed “Fixed Mindset”

Turning Point

SuccessfulConscious Decision to Return to School

Changed to “Growth Mindset”

Turning Point

Students were asked why they thought they were successful now when they had not been successful before.

MOTIVATION was Number One Answer

Motivation

Unsuccessful Fixed Mindset-Not Capable of Learning Any Further (Dweck, 2006)

Lack of Motivation “Learned Helplessness” (Middleton & Spanias,

1999)

Attitude—Hatred

Motivation

SuccessfulGrowth Mindset-Through consistent effort, capabilities can grow

Attitude—EnjoymentConfidence

Motivation

AVOIDANCE—Coping Strategy◦Avoided Participating◦Avoided Asking Questions◦Avoided Doing Homework◦Avoided Taking Any More Math

Courses◦Avoided Being “Caught”

Unsuccessful Strategy

Followed Placement AssessmentConsistent AttendanceSeating PositionQuestion for Understanding

Successful Strategies

Doing Homework ConsistentlyProactive in Finding and Using Helpful Resources◦Math Lab◦Tutors◦Teacher

Successful Strategies

Turning Point Students Knew Exact Turning Point Teachers Watch for Students Experiencing Turning Point

Develop Possible Diagnostics for Turning Point

Implications

Lasting ImpactFixed MindsetTeachers can foster Growth Mindset

Fixed Mindset fueled Lack of Motivation

Implications

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

Motivation

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

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

Strategies

Turning PointDiagnostics for Turning Point Instructional Techniques for Fostering Growth Mindset

Learning ResourcesOther Populations

Further Research

Change in MindsetProduced Change in Motivation

Transformed the Ability to be Successful

Conclusion

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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