Confidence In Mathematics Research Articles

Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit.

The substantial gender gap in the science, technology, engineering, and mathematics (STEM) workforce can be traced back to the underrepresentation of women at various milestones in the career pathway. Calculus is a necessary step in this pathway and has been shown to often dissuade people from pursuing STEM fields. We examine the characteristics of students who begin college interested in STEM and either persist or switch out of the calculus sequence after taking Calculus I, and hence either continue to pursue a STEM major or are dissuaded from STEM disciplines. The data come from a unique, national survey focused on mainstream college calculus. Our analyses show that, while controlling for academic preparedness, career intentions, and instruction, the odds of a woman being dissuaded from continuing in calculus is 1.5 times greater than that for a man. Furthermore, women report they do not understand the course material well enough to continue significantly more often than men. When comparing women and men with above-average mathematical abilities and preparedness, we find women start and end the term with significantly lower mathematical confidence than men. This suggests a lack of mathematical confidence, rather than a lack of mathematically ability, may be responsible for the high departure rate of women. While it would be ideal to increase interest and participation of women in STEM at all stages of their careers, our findings indicate that if women persisted in STEM at the same rate as men starting in Calculus I, the number of women entering the STEM workforce would increase by 75%.

Students' views on mathematics in single-sex and coed classrooms in Ghana

In this study, we investigated students’ views on themselves as learners of mathematics as a function of school-by-sex (N = 2034, MAge = 18.49, SDAge = 1.25; 12th-grade; 58.2% girls). Using latent variable Structural Equation Modeling (SEM), the measurement and structural equivalence as well as the equality of latent means of scores across single-sex and coed schools were tested. Findings regarding the latent mean differences revealed that girls in single-sex schools had significantly higher mathematics self-confidence than did students’ in coed schools. Girls in coed schools had significantly lower mathematics self-concepts than did boys in single-sex, girls in single-sex and boys in coed schools. Girls in single-sex schools had significantly higher family encouragement than students’ in all other school types. Moreover, a more complex dynamics were found on the teacher quality variate. This paper argues for a deeper understanding of sex-school interaction and of possible causes of students’ views on mathematics.

Effects of flipped instruction on the performance and attitude of high school students in mathematics

This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and reliability tests and the Modified Fennema-Sherman Attitudes Scale. It was found out that the experimental and control groups were comparable in the pretest and posttest. Comparison on their gain scores revealed significant difference with performance of the experimental group higher than the control group. There was no significant difference on the level of attitude of the participants in the experimental group before and after the study in terms of confidence in learning mathematics, attitude toward success in mathematics, mathematics anxiety and perception of teacher's attitudes. A very weak positive relationship existed between performance and attitudes toward mathematics.

Structural Equation Model to Validate: Mathematics-Computer Interaction, Computer Confidence, Mathematics Commitment, Mathematics Motivation and Mathematics Confidence

Most mathematics students show a definite tendency toward an attitudinal deficiency, which can be primarily understood as intolerance to the matter, affecting their scholar performance adversely. In addition, information and communication technologies have been gradually included within the process of teaching mathematics. Such adoption of technology modified the educational process, thus generating a meaningful impact as presented by studies carried out by Galbraith and Haines (2000). They developed a theoretical model aiming to explain this phenomenon from the component elements of attitude toward mathematics and computers: Mathematics engagement, mathematics confidence, mathematics motivation, computer confidence, and student's interaction with mathematics and computer. The purpose of this study was validating that model against experimental data coming from a sample of undergraduates from the fields of administration and economics. The collected data was processed applying multivariate data analysis using structural equation modeling technique. The observed fit indices corroborated that the theoretical model adjusts statistically well to the empirical data, even though the observed variance stayed below the optimal value. The evidence obtained in this study validates the theoretical model while revealing that additional weightings for the indicators should still be explored.

Mathematics confidence, interest, and performance: Examining gender patterns and reciprocal relations

With data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this study explores gender-related patterns in math attitudes and achievement. Following 7040 students from 3rd to 8th grades, we examined gender differences in math confidence, interest, and performance and examined relations among these variables over time. Results indicate that gender differences in math confidence are larger than disparities in interest and achievement in elementary school. Structural equation models show that math performance is a consistent predictor of later confidence and interest, and there is some evidence for a reciprocal relation between confidence and performance in middle school. Relations were generally similar for boys and girls. Results raise questions about the notion that early gender differences in math interest are a driver of disparities in later math outcomes and instead suggest that math interventions for girls should begin early and include attention to math confidence, in addition to achievement.

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

Relationships among motivational constructs from the 2011 Trends in International Mathematics and Science Study (TIMSS 2011) were investigated for eight-graders in all the five participating African countries, representing 38,806 (49 % girls). First, we investigated the psychometric properties (factor structure, reliabilities, method effect, and measurement invariance—country and gender) of the mathematics motivational constructs across the five educational systems. There was empirical support for the multidimensionality of the construct and the TIMSS 2011 motivational construct was largely invariant across cultures. Furthermore, a series of confirmatory factor analyses revealed that there is a need to control method effects associated with negatively worded items in the measurement model. There was support suggesting that in many cultures responses to negatively worded items are systematically different. The factor structures and reliabilities (i.e., confidence and the like mathematics scales) were affected by negatively worded items. Second, the relationships between the constructs, achievements and background variables such as parental education, gender and students’ educational aspirations were investigated. We identified several significant relationships between self-belief and mathematics achievement. Differences in the latent mean achievement and the motivational construct were similar to those that have been described in the literature as “paradoxical” and “perplexing”. Nations with high mathematics achievement seem to have students with more negative mathematics self-belief. Some results extend, whereas others refute the findings of previous research. For instance, the relationship between students’ mathematics confidence and mathematics achievement was lower than the relationship between the value of mathematics and achievement in some countries and it was the reverse in others. However, consistent with cultural stereotypes, boys rated their mathematics competence higher than girls. The findings are discussed with reference to implications for cross-cultural research and practice.

Relationship of Mathematics Anxiety and Mathematics Confidence Among Engineering Students

It is widely documented that mathematics anxiety is one of the factors that influence the learning of mathematics. Mathematical anxiety can cause one to forget and loose mathematics confidence. In this paper we investigate the predicting role of mathematics anxiety components on mathematics confidence among fresh engineering students. The research population consisted of students who are studying civil, electronic and mechanical engineering at Bahonar University of Kerman. A total of 182 first year engineering students were selected from the population by multi-stage clustered sampling. A survey questionnaire to measure math anxiety and math confidence was distributed to collect quantitative data. The results show that two mathematics anxiety components, namely mathematics anxiety evaluation and social mathematics anxiety contribute significantly in predicting mathematics confidence.

The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?

Mathematics is a fundamental part of human knowledge and one of the central planks of the modern technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to question our intended aims of teaching mathematics and the outcomes of learning mathematics in school. In this paper the standard aims of school mathematics are acknowledged, but so too are the unexpected and unintended outcomes for some or all students. These are primarily the unplanned and unintended values, attitudes and beliefs that students develop during their years of schooling. Many of these are negative. To counter them and more generally to aim higher in school mathematics teaching I propose four additional visionary aims for mathematics that are empowering and broadening. These comprise developing higher level orientations and capabilities including mathematical confidence; mathematical creativity through problem posing and solving; social empowerment through mathematics contributing to critical citizenship; and the broader appreciation of mathematics, its nature and its key ideas.

<p>Mathematical meaning-making and its relation to design of teaching</p>

This paper addresses the design of teaching to promote engineering students’ conceptual understanding of mathematics, and its outcomes for mathematical meaning-making. Within a developmental research approach, inquiry-based tasks have been designed and evaluated, through the use of competencies proposed for their potential to promote conceptual learning. A sociocultural frame draws attention to interactions between different cultural elements to address challenges to teaching related to student perspectives and the math-ematical meanings they develop. The paper recognizes tensions between design of inquiry-based practice and the outcomes of that practice, and demonstrates the need for new research to address mathematical meanings of a student community within a sociocultural frame.Creación de significado matemático y su relación con el diseño en la enseñanzaEn este trabajo se aborda el diseño de la enseñanza para promover la comprensión conceptual de las matemáticas por parte de estudiantes de ingeniería, y sus resultados para crear significado matemático. Dentro de un enfoque de investigación del desarrollo, las tareas se han diseñado y evaluado a través del uso de competencias propuestas por su potencial para promover aprendizaje conceptual. Un marco sociocultural llama la atención sobre las interacciones entre los diferentes elementos culturales para hacer frente a los retos de la enseñanza en relación a las perspectivas de los estudiantes y los significados matemáticos que desarrollan. El artículo reconoce las ten-siones entre el diseño de la práctica basada en la investigación y los resultados de esa práctica, y demuestra la necesidad de nuevas investigaciones para abordar los significados matemáticos de una comunidad estudiantil dentro de un marco sociocultural.Handle: http://hdl.handle.net/10481/36050WOS-ESCI

A dataset for education‐related majors' performance measures with pre/post‐video game practice

AbstractThis dataset includes a series of 30 education‐related majors' performance measures before and after they completed a 10‐hour video game practice in a computer lab. The goal of the experimental study was to examine the effects of action video gaming on students' mathematics performance and mathematics anxiety as mediated by the effect of attention on working memory. The dataset includes students' pre‐ and posttest performance measures for geometry, word and non‐word mathematics problems, perceived cognitive load associated with mathematics assessment, mental rotation test, working memory assessment, mathematics anxiety and confidence in learning mathematics.

Challenging teacher beliefs about student engagement in mathematics

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.

Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade

This paper presents the findings that are parts of a larger international project studying the achievements in mathematics and science for students in primary and lower secondary education. Specifically, we focused on the study of differences in mathematics achievement for Serbian and Slovenian fourth-graders. The study used a sample of 7,861 fourth-grade students from Serbia (N = 3,736) and Slovenia (N = 4,125). The results showed that Serbian students had higher overall achievement and scored higher in both the number content and the knowing cognitive domains, whereas Slovenian students scored higher on the geometry content and the data content domains, also having a higher balance among achievements for both content and cognitive domains. It was also found that Slovenian students had higher self-confidence in learning mathematics. Because there were no other significant differences between Serbia and Slovenia with respect to two other contextual variables and the correlations among these three contextual variables, the explanations of the achievement differences were based upon the consideration of various aspects of curriculum, teaching practice, and teachers' professional development in Serbia and Slovenia. The paper raises the question of educational implications of these findings and the possible directions of improving the quality of mathematics teaching.

MATHEMATICAL CONNECTION ABILITY AND SELF-CONFIDENCE (An experiment on Junior High School students through Contextual Teaching and learning with Mathematical Manipulative)

This sudy was intended to examine the role of prior mathematics ability (PMA) and contextual teaching approach with mathematical manipulative (CTL-MM) to the achievement of mathematical connection ability (MCA) and self-confidence (SC) of junior high school students. This study was part of a master thesis, and it was a sub-study of a Postgraduate Research Grant from DGHE in 2013 as well. The study was quasi-experimental with pre-test post-test control group design, involving 67 ninth-grade students from a junior high school in Bandung. The instruments of this study were an essay test on mathematical connection, a self-confidence scale, and a scale on students’ perception toward CTL-MM. The result of the study revealed that CTL-MM was better in improving students’ MCA, N-Gain of MCA, and SC. This was shown by students’ grades of MCA and SC which were better in the group taught by CTL-MM than students’ grades in the group taught by conventional teaching. While their grades of SC were better, the grades of MCTA were at low level. However, there was a moderate correlation between mathematical connection and self-confidence though students demonstrated positive perception toward the implementation of CTL-MM.

Self-Confidence in Mathematics

Self-confidence towards the studied subject is very important in order for students to succeed in their field of study. There is some relationship between self-confidence and the students’ achievement. The main objective of this study was to understand and examine Engineering Technology (ET) students’ attitudes towards the level of self-confidence or self-efficacy in mathematics during their class sessions at the Faculty of Engineering Technology (FTK), Universiti Teknikal Malaysia Melaka (UTeM). This study investigated the attitudes of 332 second year students in several field of studies at FTK, UTeM in the second semester of the 2013/2014 session. Students were given a set of questionnaire consisting of statements on their attitudes towards self-confidence in mathematics. This activity was performed during one of the classes. From the findings, a conclusion was drawn regarding the attitudes of ET students towards self-confidence in mathematics. The result shows that most ET students had positive self-confidence in mathematics. However, the level of confidence was not as high and depended on the students’ situations and current environment.

The impact of instructor pedagogy on college calculus students’ attitude toward mathematics

College calculus teaches students important mathematical concepts and skills. The course also has a substantial impact on students’ attitude toward mathematics, affecting their career aspirations and desires to take more mathematics. This national US study of 3103 students at 123 colleges and universities tracks changes in students’ attitudes toward mathematics during a ‘mainstream’ calculus course while controlling for student backgrounds. The attitude measure combines students’ self-ratings of their mathematics confidence, interest in, and enjoyment of mathematics. Three major kinds of instructor pedagogy, identified through the factor analysis of 61 student-reported variables, are investigated for impact on student attitude as follows: (1) instructors who employ generally accepted ‘good teaching’ practices (e.g. clarity in presentation and answering questions, useful homework, fair exams, help outside of class) are found to have the most positive impact, particularly with students who began with a weaker initial attitude. (2) Use of educational ‘technology’ (e.g. graphing calculators, for demonstrations, in homework), on average, is found to have no impact on attitudes, except when used by graduate student instructors, which negatively affects students’ attitudes towards mathematics. (3) ‘Ambitious teaching’ (e.g. group work, word problems, ‘flipped’ reading, student explanations of thinking) has a small negative impact on student attitudes, while being a relatively more constructive influence only on students who already enjoyed a positive attitude toward mathematics and in classrooms with a large number of students. This study provides support for efforts to improve calculus teaching through the training of faculty and graduate students to use traditional ‘good teaching’ practices through professional development workshops and courses. As currently implemented, technology and ambitious pedagogical practices, while no doubt effective in certain classrooms, do not appear to have a reliable, positive impact on student attitudes toward mathematics.

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

College Major Choice in STEM: Revisiting Confidence and Demographic Factors

Using national freshman survey data, the authors examined confidence and background variables (e.g., gender, minority status, parental occupation) as predictors of science, technology, engineering, and mathematics (STEM) major choice. Logistic regression analyses revealed that students were more likely to choose STEM majors if they had strong confidence in mathematics and academic areas and had parents with STEM occupations. Although female students were unlikely to choose a STEM major, African American and Latina/o students were equally as likely to choose a STEM major as were White or Asian American students. Findings suggest that students' confidence level in their academic and mathematics abilities makes a significant difference in their initial STEM major choice. Study findings could assist educators, counselors, and policy makers in their efforts to promote student choice of STEM‐related majors and careers.

신규 졸업 간호사의 약물계산오류의 위험에 영향을 미치는 요인

Purpose: This study was to identify predictors of drug dosage calculation error risk in newly graduated nurses. Methods: A total of 115 newly graduated nurses who passed their employment examination, but didn't work for hospital yet, were recruited from a university hospital. The data were analyzed by descriptive statistics, <TEX>$X^2$</TEX>-test, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression using the SPSS 18.0 program. Results: The mean score of 'drug dosage calculation ability' was <TEX>$0.81{\pm}0.16$</TEX> and the mean score of 'certainty of calculation' was <TEX>$2.95{\pm}0.60$</TEX> out of a 5 point scale. The error risk of drug dosage calculation was positively related to anxiety for drug dosage calculations (r=.388, p<.001), but negatively related to interest and confidence in mathematics (r=-.468, p<.001), confidence related to dosage calculations (r=-.426, p<.001). The main predictors of error risk related drug calculations in newly graduated nurses were identified as interest and confidence in mathematics (<TEX>${\beta}$</TEX>=-.468, p<.001). This factor explained about 21.9% of the variance in error risk of drug dosage calculation. Conclusion: The strategies used to decrease the error risk related drug dosage calculation such as improving interest and confidence in mathematics should be developed and implemented.

Number sense of final year pre-service primary school teachers

Number sense studies have indicated that the development of number sense should be the focus of primary school mathematics education. The literature review revealed that learner performance is linked to teacher subject knowledge and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics. This study was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests and explored the number sense of 47 final-year primary school pre-service teachers (PSTs) in Namibia. The data in this mixed method research design were obtained from a number sense questionnaire, a written computations questionnaire, a mental calculations questionnaire and the McAnallen confidence in mathematics and mathematics teaching survey (MCMMTS). Six PSTs, randomly selected from the 47 participants, were interviewed to determine their use of number-sensible strategies. The overall results of this investigation revealed that the final year primary school PSTs demonstrated limited number sense and possessed very few of the indicators of number sense. Unexpectedly, the confidence survey showed that they were confident in their ability to do and to teach mathematics. This study exposed one reason for the low standards of performance of Namibian learners in mathematics and the lack of improvement over the last few decades. It indicates a need for teacher training institutions to identify the mathematics that teachers should know and the ways in which teacher understanding of subject content has to be transformed to enable them to develop the number sense of primary school learners.

Student perception of the impact of mathematics support in higher education

Mathematics support in higher education has become increasingly widespread over the past two decades, particularly in the UK, Ireland and Australia. Despite this, reliable evaluation of mathematics support continues to present challenges for those working in this area. One reason is because ideally, properly structured support should function as an integral part of the overall educational experience of the student, in tandem with lectures and tutorials. When this occurs, it makes it difficult to isolate the impact of mathematics support from these other entities. In this paper, the results of a large-scale nationwide survey conducted with first-year service mathematics students in nine higher education institutes in Ireland are considered, exploring students’ perceptions of the impact of mathematics support upon their retention, mathematical confidence, examination performance and overall ability to cope with the mathematical demands they face. Students were extremely positive about the effectiveness of mathematics support in all of these areas, providing valuable insights into the value of learning support in mathematics.