Building Mathematical Identity after School: Year 1 of a Cluster-Randomized Trial

Autor/inn/en	Beesley, Andrea D.; Fancsali, Cheri; Gulemetova, Michaela
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Building Mathematical Identity after School: Year 1 of a Cluster-Randomized Trial
Quelle	(2018), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Mathematics Achievement; Learner Engagement; Identification (Psychology); Disproportionate Representation; Elementary School Students; Program Effectiveness; Student Interests; Randomized Controlled Trials; Mathematics Education + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studieninteresse; Mathematische Bildung
Abstract	This paper describes a cluster-randomized trial of an after-school program intended to build mathematical identity among students in groups under-represented in science, technology, engineering and mathematics (STEM). Populations under-represented in STEM include women, persons with disabilities, African Americans, and Latino/as (NSF, 2011). U.S. jobs are growing most rapidly in areas that require STEM knowledge (National Academy of Sciences, 2010). However, over half of secondary students do not feel they need math outside of school, and they think that liking math is unpopular (Markow & Moore, 2001). If these students continue along this path, they will not be eligible for at least 75% of the jobs of the future (Fleming, 2012). Elementary-level experiences are thus important in attracting students to STEM. After-school programs may increase students' access to mathematical content and discourse and build identity as knowers/doers of mathematics (Cobb & Gresalfi, 2006). With some exceptions (Berry, 2008; Nasir, 2002), few previous studies examine identity motivation, and fewer yet study out-of-school experiences and identity motivation. The following research questions are addressed in this paper: (1) What is the effect of the after-school program on students' math identity, engagement, interest, and math achievement? (2) What is the relationship between math achievement and math engagement, interest, and identity in the after-school program? and (3) What elements of the program foster students' math identity, and through what mechanisms is this effect achieved? What are the best practices and lessons learned? This paper will present first-year findings from a randomized controlled trial (RCT) of an afterschool curriculum designed to improve students' math identity. Preliminary analyses indicate no impact on student outcomes and some impact on educator outcomes. Fall 2017 will include adjusted impact estimates and psychometric analyses of the math identity instruments. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01