The Near-Peer Mathematical Mentoring Cycle: Studying the Impact of Outreach on High School Students' Attitudes toward Mathematics

Autor/inn/en	Wilson, Aaron T.; Grigorian, Sergey
Titel	The Near-Peer Mathematical Mentoring Cycle: Studying the Impact of Outreach on High School Students' Attitudes toward Mathematics
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 1, S.46-64 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Aaron T.) ORCID (Grigorian, Sergey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1467508
Schlagwörter	Mathematics Instruction; Mentors; High School Students; Student Attitudes; College Students; Pretests Posttests; Secondary School Mathematics; Minority Group Students; Low Income Students; Outreach Programs; Student Interests; College School Cooperation; STEM Education; Texas + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Collegestudent; Jobcoaching; Studieninteresse; STEM
Abstract	College students may be seen as near-peers to high school students and high school students are often able to see themselves in the college students who are but one step ahead. This nearness in maturity and educational level may place college students in a particularly powerful position when it comes to reaching out to high school students to promote higher education in math and science. In this study college students gave dynamic mathematics outreach presentations, MathShows, to minority and low-income high school students in a mid-sized public school district on the U.S. border with Mexico. The study investigated the impacts of this sort of outreach work on high school students' attitudes towards mathematics using a mathematics attitudes survey. Results, obtained from N = 306 participants, showed statistically significant improvements in almost all components of mathematical attitudes, with less of an effect on the component of self-confidence in doing mathematics. Differences in impacts by specific student subgroups are all discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01