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Author: Petal L. Sumner
Publisher:
ISBN:
Category : Dissertations, Academic -- Morgan State University -- Education
Languages : en
Pages : 184
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Book Description
The state of developmental mathematics has been a growing issue for many developmental education programs at community colleges. Developmental mathematics has been viewed as a barrier to the success of students who fail to persist into required college-level mathematics courses. Variables such as students' perceptions of the learning environment and academic self-efficacy have been found to be strong predictors of student outcomes. Therefore, the researcher used quantitative methods to examine the relationships between community college students' perceptions of the learning environment in developmental mathematics classrooms and their ratings of their academic self-efficacy.
Author: Petal L. Sumner
Publisher:
ISBN:
Category : Dissertations, Academic -- Morgan State University -- Education
Languages : en
Pages : 184
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Book Description
The state of developmental mathematics has been a growing issue for many developmental education programs at community colleges. Developmental mathematics has been viewed as a barrier to the success of students who fail to persist into required college-level mathematics courses. Variables such as students' perceptions of the learning environment and academic self-efficacy have been found to be strong predictors of student outcomes. Therefore, the researcher used quantitative methods to examine the relationships between community college students' perceptions of the learning environment in developmental mathematics classrooms and their ratings of their academic self-efficacy.
Author: Clark J Hickman
Publisher: IAP
ISBN: 1641137398
Category : Education
Languages : en
Pages : 199
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Book Description
The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496659
Category : Education
Languages : en
Pages : 123
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Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Author: Ann M. Gallagher
Publisher: Cambridge University Press
ISBN: 1139443755
Category : Psychology
Languages : en
Pages : 333
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Book Description
Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
Author: Jean M. Ashby
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Book Description
Increasing enrollments in community colleges has led to an increase in distance education courses. The developmental coursework necessary for many community college students is being offered both in online and hybrid environments. These students face challenges with the content and now find themselves needing to learn in a virtual classroom. Current research (Chernish, DeFranco, Lindner, & Dooley, 2005; Frederickson, Reed, & Clifford, 2005; Herman & Banister, 2007; Kromrey & Purdom, 1995; Scheetz & Guntner, 2004) shows that there is no difference in student success based on the learning environment, but this was completed primarily with upper-class and graduate students. This study investigated student success in a developmental math course taught in the face-to-face, hybrid, and online environments at a mid-Atlantic community college. Cognitive Load Theory was used during the design of the course and its principles were maintained in all of the learning environments. The sample was 167 students with an average age of 25 years, 58% were female, 49% were Caucasian and 43% were African-American. The focus was on student success, but the impact attrition had on the results of the study is discussed. The study also investigated student characteristics and their relationship to success. Age, gender, race, student status, placement scores, financial aid, learning style, locus of control, and technology skills are all compared between successful and unsuccessful students to determine if specific traits were more beneficial within a particular environment.
Author: Martha Carr
Publisher: Hampton Press (NJ)
ISBN:
Category : Education
Languages : en
Pages : 210
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Book Description
An overview of the different issues in motivation in mathematics. Chapters are included that present both theory and research on the influence of gender, culture, the classroom environment, and curriculum on children's mathematical performance and evaluation.
Author: Mary M. Deacon
Publisher:
ISBN:
Category :
Languages : en
Pages : 582
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Book Description
Author: Andrew J. Elliot
Publisher: Guilford Publications
ISBN: 1462514723
Category : Psychology
Languages : en
Pages : 722
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Book Description
This important handbook provides a comprehensive, authoritative review of achievement motivation and establishes the concept of competence as an organizing framework for the field. The editors synthesize diverse perspectives on why and how individuals are motivated in school, work, sports, and other settings. Written by leading investigators, chapters reexamine central constructs in achievement motivation; explore the impact of developmental, contextual, and sociocultural factors; and analyze the role of self-regulatory processes. Focusing on the ways in which achievement is motivated by the desire to experience competence and avoid experiencing incompetence, the volume integrates disparate theories and findings and sets forth a coherent agenda for future research.
Author: Ann Renninger
Publisher:
ISBN: 0935302425
Category : Education
Languages : en
Pages : 328
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Book Description
Interest in Mathematics and Science Learning, edited by K. Ann Renninger, Martin Nieswandt, and Suzanne Hidi, is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume's 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education.
Author: Debra Allen
Publisher:
ISBN: 9781303136580
Category : Dissertations, Academic
Languages : en
Pages : 159
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Book Description
