Laurel Howard S27 Thursday 11:20-12:10. 38 Years of College-Level Teaching Last 6...
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Transcript of Laurel Howard S27 Thursday 11:20-12:10. 38 Years of College-Level Teaching Last 6...
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
UnsuccessfulKnew WHEN they started having difficulties and WHAT the concept was
Developed “Fixed 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
Laurel Howard Associate Professor Developmental Mathematics Utah Valley University 800 W. University Parkway Orem, UT 84058 (801)863-6311 [email protected]
Contact Information