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Laurel Howard S27 Thursday 11:20-12:10.  38 Years of College-Level Teaching  Last 6 Years-Developmental Mathematics  Puzzled ◦ Unsuccessful Before.

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Presentation on theme: "Laurel Howard S27 Thursday 11:20-12:10.  38 Years of College-Level Teaching  Last 6 Years-Developmental Mathematics  Puzzled ◦ Unsuccessful Before."— Presentation transcript:

1 Laurel Howard S27 Thursday 11:20-12:10

2  38 Years of College-Level Teaching  Last 6 Years-Developmental Mathematics  Puzzled ◦ Unsuccessful Before ◦ Successful Now ◦ What Experiences Enabled the Shift?

3  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.)

4  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

5  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)

6  No Studies Found Where Students Expressed Their Perceptions Regarding Unsuccessful and Successful Mathematics Learning!  No Studies Where Students’ Voice Was Heard

7  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

8  One-Hour Interviews  Classroom Observations  Formative and Summative Assessments  Reflexive Journals

9  All Data Sources  Find Clusters of Meanings  Consolidated into Themes  Formed Written Description

10  Triangulation  Member Checking  Rich Description  External Audit

11  TURNING POINT  MOTIVATION  STRATEGIES

12 Unsuccessful  Knew WHEN they started having difficulties and WHAT the concept was  Developed “Fixed Mindset”

13 Successful  Conscious Decision to Return to School  Changed to “Growth Mindset”

14  Students were asked why they thought they were successful now when they had not been successful before.  MOTIVATION was Number One Answer

15 Unsuccessful  Fixed Mindset-Not Capable of Learning Any Further (Dweck, 2006)  Lack of Motivation  “Learned Helplessness” (Middleton & Spanias, 1999)  Attitude—Hatred

16 Successful  Growth Mindset-Through consistent effort, capabilities can grow  Attitude—Enjoyment  Confidence

17 AVOIDANCE—Coping Strategy ◦ Avoided Participating ◦ Avoided Asking Questions ◦ Avoided Doing Homework ◦ Avoided Taking Any More Math Courses ◦ Avoided Being “Caught”

18  Followed Placement Assessment  Consistent Attendance  Seating Position  Question for Understanding

19  Doing Homework Consistently  Proactive in Finding and Using Helpful Resources ◦ Math Lab ◦ Tutors ◦ Teacher

20 Turning Point  Students Knew Exact Turning Point  Teachers Watch for Students Experiencing Turning Point  Develop Possible Diagnostics for Turning Point

21 Lasting Impact  Fixed Mindset  Teachers can foster Growth Mindset  Fixed Mindset fueled Lack of Motivation

22  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

23 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

24 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

25  Turning Point  Diagnostics for Turning Point  Instructional Techniques for Fostering Growth Mindset  Learning Resources  Other Populations

26  Change in Mindset  Produced Change in Motivation  Transformed the Ability to be Successful

27  Laurel Howard  Associate Professor  Developmental Mathematics  Utah Valley University  800 W. University Parkway  Orem, UT  (801) 


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