title:
Changing Expectations for Low Achieving Female Math Students: A Mixed Methods Research Study
creator:
Leep, Donna
subject:
Dissertations, Academic.
description:
The purpose of this study was to focus on struggling female high school math students and what has encouraged them in the study of math and interest in future math or science careers. This mixed method, explanatory sequential study quantitatively and qualitatively explored how students who have previously been disengaged from mathematics instruction can recover their academic path and make progress with individualized math intervention strategies. This study adds research and student/teacher voice to the process of improving mathematics instruction, especially for girls and underperforming student groups. Current theories of mindset (e.g. Dweck, 2006, Good, Aronson, and Inzlicht, 2003; Blackwell, Trzesniewski, and Dweck, 2010), response to making mistakes (e.g. Halpern, Benbow, Geary, et al., 2007; Shettle, Roey, Mordica, et al., 2007; Wainer and Steinberg, 1992, Ullsperger, M. 2008, Bryans, 2007), and stereotype threat ((e.g. Steele, 1999; Steele & Aronson, 1995, Mehl & Schmader, 2012, Levy, Stroessner, & Dweck, 1998), were used to frame the questions that guided this study. Questions focused on the opinions of high school students on mindset about math and the role of making mistakes, how female and male students’ responses compare, and what are the experiences of students that have led to success in math. An opinion survey about math and making mistakes was given to ninth grade students (112 students), Eight selected high school students were interviewed in a guided interview process about their experiences that helped them be successful in math. Math teachers were also interviewed to discuss their views on instruction and student impact. Survey results showed student growth mindset in both male and female students, with greater fear of making mistakes in female students. Qualitative data from the student interviews were analyzed next to the survey data to make inferences about what instructional strategies in the learning process empowered learners and what factors students felt improved their achievement in math. Narratives from students interviewed spoke to the developmental importance of building confidence in math performance to support higher achievement, especially for female students. Teachers strengthened that view by giving feedback on their approach to building student confidence in their abilities through examining errors.
publisher:
Simmons College (Boston, Mass.)
contributor:
date:
2014
type:
Text
format:
1 PDF (163 Pages)
identifier:
td_el_2014_dl
source:
language:
English
relation:
coverage:
rights:
Material from the Simmons University Archives collections are made available for study purposes only. For more information, or to request rights to reproduce or reuse any material, contact the University Archives at archives@simmons.edu.
