Conference Session

Mathematics Division Technical Session 3: Diversity in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Kerrigan, Rutgers University; Lydia Prendergast, Rutgers University; Jillian A.S. Mellen, Rutgers University; Geraldine L. Cochran; Antonio D. Silva

Tagged Topics

Diversity

Tagged Divisions

Mathematics

engineering, which can tip the scales in the students’ decision orability to stay in engineering [1]. Gateway courses to advanced study in engineering, such asCalculus II, have been historically perceived by students to be the most difficult [2]. Anecdotalreasons for this could include the complexity of the calculus curriculum, the amount ofbackground knowledge needed to keep pace with learning, and lack of time for conceptexploration and engagement during class. Studies have shown that self-efficacy is morepredictive of mathematics performance than prior mathematics experiences and measures ofmathematics anxiety [3], [4].Self-efficacy can be defined as an individual's belief in their innate ability to achieve goals, andis based on both skill mastery

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Ann George, University of Houston; Weihua Fan, University of Houston; Daijiazi Tang, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Mathematics

during which the surveys were administered.MeasuresThe survey consists of (a) section of demographic information and (b) section of questions onself-beliefs in success (academic self-efficacy and subjective values), academic engagement(efforts and persistence), learning climate, and achievement emotions (enjoyment, anxiety,hopeless, shame, and anger before, during, and after class). In (a) section, the demographicitems measure students’ gender (male= 0, female =1), age, race, major, academic year, andself-reported GPA. The (b) section includes 98 Likert-scaled items from 1 (strongly disagree)to 5 (strongly agree) and from 1 (not at all true of me) to 7 (very true of me). All Likert-scaled items were adapted from existing research [9]. Some

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gustavo Moran, Clemson University; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

-concepts of math ability are also examined 10,14. According toBandura16, math anxiety has an inverse relation to self-efficacy levels. Thus, increasing mathself-efficacy may decrease students’ feelings of anxiety when they perform math activities 17.There is some ambiguity concerning the possible effects of math anxiety on students, and thisambiguity is normally generated by the different ways by which math anxiety is measured. Forexample, including survey items and questions that could combine students’ perceptions of theirmath abilities with their feelings about performing math tasks can create ambiguity 13. If mathanxiety is not established and measured as an independent factor, developing a conclusion aboutits effects on students’ behavior and

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Jerry Dwyer, George Washington University; Sonya E. Sherrod, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

than those for science andengineering—three of the five students indicated a positive change on items pertaining to aninterest in mathematics on at least three survey items, and two students indicated a positivechange in interest toward subject areas and jobs associated with mathematics. There are severalfactors which may have contributed to more positive responses to mathematics questions. First,the questions contained in the “Student Attitudes” section of the survey were designed tomeasure self-efficacy, interest, and usefulness of a particular area of STEM toward their futures.In the mathematics section, all eight survey items assessed self-efficacy. In the science section,five survey items assessed self-efficacy, and three survey items

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Jocelyn B. S. Cullers, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

certain post-requisite courses that we have seen as aresult of R-Calc is now discussed, and is likely influenced by (1) improved grades in the course,(2) increased relevancy of content, (3) active learning, (4) increased self-efficacy, and (5)increased sense of belonging. Other factors may also be relevant.Improved Grades: The literature on first-year academic success as measured by grade pointaverage shows a clear association with retention; for example, see Whalen (2010) and Herzog(2005). Herzog (2005) also found that after GPA, the strongest predictor of retention wasperformance in first-year mathematics courses. The role of first course grade in mathematics wasalso studied by Callahan (2017), who showed that earning a grade of “A” or “B” in

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

role models in educationsettings, including Social Cognitive Theory (Bandura, 1977), Expectancy Value Theory (Eccles& Wigfield, 2002), and the Stereotype Inoculation Model (Dasgupta, 2011). Social CognitiveTheory places emphasis on self-efficacy, people’s beliefs on what they themselves can do. Indeveloping their self-efficacy, learners can adjust their own efficacy in numerous ways such asobserving the outcomes of others’ actions, particularly if the model is perceived as being similar(Cook & Artino, 2016). Expectancy Value Theory (EVT) examines the expectation of successand perceived value of accomplishing the task (Cook & Artino, 2016). The expectancy ofsuccess is shaped by motivational beliefs. Role models represent who can be

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

). It is interesting tonote that this correlates to participating teachers’ students having an average score in the “MeetsExpectations” category while the comparison group fell in the “Approaches Expectations”category as defined by the Texas Education Agency (TEA). This report will provide a practicalgroundwork for crafting cross-curricular professional development opportunities that lead toincreased teacher self-efficacy and student achievement on standardized mathematicsassessments.IntroductionMathematics courses have been described as a gatekeeper for student achievement for decades[1]. Although some contest that performance in these courses is merely an indicator of studentsuccess and not a contributing factor, many studies point to the