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The Ways In Which K 8 Students’ Participation In A Gk 12 Program Affects Achievement In And Beliefs About Mathematics

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Attracting Young Minds: Part II

Tagged Division

Minorities in Engineering

Page Count


Page Numbers

14.1264.1 - 14.1264.15

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Paper Authors

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Ryan Smith North Carolina State University

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Karen Hollebrands North Carolina State University

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Elizabeth Parry North Carolina State University

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Althea Smith North Carolina State University

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Laura Bottomley North Carolina State University

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Lynn Albers North Carolina State University

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

The Effects of a GK-12 Program on Students' Achievement In and Beliefs About Mathematics Abstract

To evaluate the effectiveness of a program whose goal is to increase the number and diversity of students enrolled in upper-level mathematics courses, an analysis was conducted comparing the standardized achievement test scores of program participants to similar non- participants. Results indicate that significant gains occur when students participate in the program for two years. In addition, program participants were surveyed to measure students’ confidence about their abilities in mathematics, students’ beliefs about mathematics as a male domain, and students’ perceptions of their teacher’s beliefs about their ability to learn mathematics. Analyses indicate that at least one significant mean difference occurred for all three between subject factors (gender, ethnicity, school type) for all three measures of attitudes and beliefs about mathematics.


"Investments in math and science under President Eisenhower gave new opportunities to young scientists and engineers all across the country. It made possible somebody like a Sergei Brin to attend graduate school and found an upstart company called Google that would forever change our world," – President Barack Obama, March 10, 20091

Many have noted for years that mathematics and science can shape and change our world. The technological advances propelled by those knowledgeable in mathematics and science during just the past century is remarkable. But, if we as a nation want to remain competitive in these fields we must make sure that students are prepared for advanced study in these areas (Committee on Prospering in the Global Economy of the 21st Century, 20072). The goal of the RAMP-UP (Recognizing Accelerated Math Potential in Underrepresented People) program at North Carolina State University (NCSU) is to increase the number and diversity of students who enroll and succeed in higher-level mathematics courses. To achieve this goal, the RAMP-UP project places NCSU graduate engineering and undergraduate engineering and math education students, and mathematics and computer science students from Shaw University (a historically black university) in local public schools. The placement of these university students (fellows) serves two purposes. One purpose is to enrich the learning experience of K-12 students by serving as role models and mentors. The other purpose is to work with teachers collaboratively to create hands-on mathematics activities and experiments in order to cultivate an excitement for learning mathematics. The K-12 students may have the opportunity to participate with the RAMP-UP program through a variety of settings that include regular classrooms, tutorials before and after school, elective courses, clubs, or special projects such as science fairs or family math nights. To determine the effects of students’ participation in these activities on students’ achievement in and beliefs about mathematics, data were collected and analyzed.

Smith, R., & Hollebrands, K., & Parry, E., & Smith, A., & Bottomley, L., & Albers, L. (2009, June), The Ways In Which K 8 Students’ Participation In A Gk 12 Program Affects Achievement In And Beliefs About Mathematics Paper presented at 2009 Annual Conference & Exposition, Austin, Texas.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015