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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p117513_index.html Direct Link: HTML Code:

Mistretta, Regina. "Student Attitudes and Perspectives Involving Mathematics in Elementary and Middle School Settings" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117513_index.html>

Mistretta, R. M. , 2004-10-21 "Student Attitudes and Perspectives Involving Mathematics in Elementary and Middle School Settings" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117513_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Graham and Fennel (2001) find that students’ confidence in and disposition toward mathematics is influenced by the learning environment they encounter. The research of Loukes-Horsely and Matasumoto (1999) links teacher expertise with student mathematics achievement, while Epstein and Dauber (1991), as well as Myers (1985), find success in the learning of mathematics improving with greater parental involvement. Weidmann and Humphrey (2002) state that investigation into student mathematics attitudes and perspectives not only informs teachers, parents, and administrators about student needs, but also serves as a catalyst for reform in mathematics education. This paper will report on a study that investigated student attitudes and perspectives involving mathematics in elementary and middle school settings. Findings are shared to help illuminate student needs and make it accessible to practicing professional developers, administrators, and teacher educators to inform their critical decisions about professional development design, teacher education programs, and parental involvement initiatives. This study seeks to build upon current research and serve as a form of communication so as to support the mathematical empowerment of students. A sample population of 1,692 3rd -8th grade students from ten non-public schools participated in the study. Forty-nine percent of the population was female while 51 percent was male. Their ethnic backgrounds consisted of 7 percent Asian, 30 percent Afro-American, 13 percent Caucasian, 46 percent Hispanic, and 4 percent Pacific Islander. The students were surveyed to gather information about their attitudes and level of difficulty with school mathematics. Specific research questions include: 1) To what extent do students possess positive attitudes toward learning in the mathematics classroom and does this vary across gender and/or grade level groups (grades 3-5 and 6-8)? and 2) To what extent do students report experiences of difficulty learning in the mathematics classroom and does this vary across gender and/or grade level groups (grades 3-5 and 6-8)? Methods Participants A sample population of 1,692 3rd-8th grade students from ten nonpublic schools in Queens, New York were selected to participate in this study. The students possessed low mathematics achievement levels based on standardized testing scores and were from families with low socioeconomic status. The students were categorized into four groups, namely Group 1F (female students of grades 3 through 5), Group1M (male students of grades 3 though 5), Group 2F (female students of grades 6 through 8), and Group 2M (male students of grades 6 through 8). Group 1F represented 24 percent of the sample population, while Group 1M represented 25 percent, Group 2F represented 25 percent, and Group 2M represented 26 percent of the sample population. Materials Survey A survey was administered to the participants of this study that investigated student attitudes and perspectives concerning mathematics. The survey consisted of 15 statements that gauged responses on a 5-point Likert scale. The questions were clustered into two categories. The clusters involved 1) attitude and 2) degree of difficulty concerning mathematics. The first cluster of statements (#1-6), Cluster 1 (Attitude toward Mathematics) was crafted to investigate the students’ level of enjoyment with learning in the mathematics classroom. The second cluster of statements (#7-15), namely Cluster 2 (Degree of Difficulty with Mathematics) was crafted to investigate the students’ comfort level with learning in the mathematics classroom. Procedure The survey was administered to the students at each of the ten participating schools. The gathered data was recorded and mean responses for each cluster of statements (Clusters 1 and 2) were compared amongst the four groups of students (Groups 1F, 1M, 2F, and 2M). Mean responses were then further analyzed with the use of independent samples t-tests to determine the existence of any significant differences in mean responses amongst the four groups of students. Discussion of Results Compared Means Mean responses to each of the two clusters of statements for each of the four groups of students were compared to determine differences in responses. The mean responses revealed the females and males of grades 3-5 as only tending to agree with statements that affirmed their enjoyment of learning in the mathematics classroom (Cluster 1), while the females and males of grades 6-8 tended to be uncertain about such statements. All groups only tended to agree with statements affirming their lack of difficulty learning in the mathematics classroom (Cluster 2). Independent Samples T-Tests Independent samples t-tests were used to determine significant differences in responses amongst the groups of students. When comparing the mean responses of Groups 1F and 1M, no significant differences in responses were found for Clusters 1 and 2. When comparing the mean responses of Groups 2F and 2M, significant differences in responses were found for Cluster 2. The males of grades 6-8 significantly tended to agree more than the females of grades 6-8 to Cluster 2 statements affirming their lack of difficulty learning and communicating in the mathematics classroom. When comparing the mean responses of Groups 1F and 2F, significant differences in responses were found for Cluster 1. The females of grades 3-5 significantly tended to agree more than the females of grades 6-8 to statements affirming their enjoyment of learning in the mathematics classroom. When comparing the mean responses of Groups 1M and 2M, significant differences in responses were found for both clusters. The males of grades 3-5 significantly tended to agree more than the males of grades 6-8 to statements affirming their enjoyment of learning in the mathematics classroom (Cluster 1), while the males of grades 6-8 significantly tended to agree more than the males of grades 3-5 to statements affirming their lack of difficulty learning in the mathematics classroom (Cluster 2). Conclusions and Recommendations This study sought to answer two research questions involving student attitudes and perspectives concerning mathematics in elementary and middle school settings. As a result of surveying 1,692 3rd-8th grade students in ten nonpublic schools, answers to the research questions were obtained. Question 1 asked: To what extent do students possess positive attitudes toward learning in the mathematics classroom and does this vary across gender and/or grade level groups (grades 3-5 and 6-8)? It was determined that the females and males of grades 3-5 only tended to agree with statements affirming their enjoyment of learning in the mathematics classroom (Cluster 1), while the females and the males tended to be uncertain about such statements. Significant differences in responses were found between grade level groups, but not between genders. The females of grades 3-5 significantly tended to agree more than the females of grades 6-8 to statements affirming their enjoyment of learning in the mathematics classroom. The males of grades 3-5 also significantly tended to agree more than the males of grades 6-8 to such statements. Question 2 asked: To what extent do students report experiences of difficulty learning in the mathematics classroom and does this vary across gender and/or grade level groups (grades 3-5 and 6-8)? It was determined that all groups only tended to agree to statements affirming their lack of difficulty learning in the mathematics classroom (Cluster 2). Significant differences in responses were found between genders and grade level groups. The males of grades 6-8 significantly tended to agree more than the females of grades 6-8 to statements affirming their lack of difficulty learning in the mathematics classroom. The males of grades 6-8 also significantly tended to agree more than the males of grades 3-5 to such statements. Recommendations concerning the design of teacher professional development and parental involvement initiatives as well as future research have been made as a result of this study. Such programs and initiatives need to address all students’ enjoyment of and success with learning in the mathematics classroom as they progress through the grades. To maintain a love of mathematics for all students, regardless of gender or grade, students need to be challenged with investigative activities that build meaning and purpose behind the mathematics they encounter. Strides need to be taken to encourage and educate teachers and parents about the value of communicating with students about their thoughts and concerns. Partnering not only builds resources, but also empowers a community of mathematical learners. This research study was limited to students in grades 3-8 from non-public schools with low mathematics achievement levels and coming from families of low socioeconomic status. Future research should further investigate this study’s research questions to include students of all achievement levels and socioeconomic status in both public and non-public schools, including grades pre-kindergarten through grade 2 as well as grades 9 through 12. The survey of this study could be enhanced with additional questions added to each cluster of statements that would more deeply investigate student attitudes and perspectives. Investigation into the reasons behind such attitudes and perspectives would also extend the findings of this study. In order to support the mathematical empowerment of all students, research must continue, programs and initiatives need to be implemented, and all involved parties must unite and support a positive mathematics learning environment for all students.

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