Enabling Students to Succeed in Mathematics by Changing Student Perceptions Christine Mirbaha AMATYC 40 th Annual Conference Nashville, Tennessee November 15, 2014 S-154 CCBC The Community College of Baltimore County

Affective Domain ●Krathwohl, Bloom, and Masia o a.k.a. Krathwohl’s Taxonomy o Five major categories ●Attributes focus for project o Beliefs o Values o Attitudes o Emotions (feelings)

Project Goals ● Cultivate a positive attitude toward mathematics ● Nurture a positive attitude in my students toward learning new mathematical concepts ● Increase my students’ confidence levels in mastering mathematical concepts

Project Goals ● Increase student retention and success rates in my mathematics classes ● Decrease my students’ anxiety levels when taking mathematics tests ● Increase my students’ overall self-esteem

Intended Consequences ● students would be more eager ● focused ● more prepared for class ● spend more time outside of class studying their mathematics ● participate more fully in the discussions and class work

Design and Implementation ● First Day Survey o Mathematics attitudes o Student expectations o Demographics ● Positive Thoughts o Write positive word(s) about math class every day ● Last Day Survey o To determine outcomes

Semester Observations ● Increased positive attitudes toward mathematics in general ● No students dropped during the semester ● Students came prepared for every class o More homework completed o Read ahead for each class ● Everyone contributed to the class every day ● Self-esteem improved in general

Successful Completion Pass Rates ● CCBC – MATH 081 Spring 2014: ~48.6% ● CCBC – MATH 083 Spring 2014: ~51.1% ● MATH 081 9D1 Spring 2014: 100% ● MATH 083 DLA: ~68.2%

Comparing Survey Results First Day Survey vs. Last Day Survey ● Mathematics interest level improved ● Perceived ability levels increased ● Student expectations somewhat unchanged ● Students spent more time than anticipated studying

Finds Math Interesting

Finds Math Challenging

Confidence Levels

Samples of Positive Student Perceptions

Additional/Alternate Strategies ●Suggestions by session participants ●Gratuity Jar ●Ask about their best math teacher ●25 habits of successful traits/characteristics ●Groups share what they do well ●How was it initially? ●Have students explain to each other; they support each other

Coming Attractions ● Repeat of project for AY 2015 o To determine overall effectiveness o To gather additional data ● Longitudinal study of college math success ● Include flipping instruction in future semesters to increase effectiveness

References Bai, H., Wang, L., Pan, W., & Frey, M., “Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale”. Journal of Instructional Psychology, 36 (3), pages , (2009). f+a...-a f+a...-a Baldwin, Ebert-May, & Burns, Baldwin Confidence Survey Form (1999). Clark, Don. Bloom’s Taxonomy of Learning Domains: Affective Domain. Clutts, David W. Mathematics Self-Efficacy of Community College Students in Developmental Mathematics Courses (Dissertation: Liberty University, October 2010). Dweck, Carol S., Ph.D., Mindset: The New Psychology of Success (New York: Random House, 2006). Tapia, Martha; Marsh, George E. II, Attitude Toward Mathematics Inventory (ATMI) Survey Form.

Questions or Comments?

Thank you! Christine Mirbaha