| Autor: |
Cribbs, Jennifer, Utley, Juliana |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p1598-1602, 5p |
| Abstrakt: |
Drawing from a sample of 63 fifth grade students in one school setting, we conducted a pilot study exploring students' self-reported mathematics identity and how it correlated with math achievement and experiences in their mathematics classroom. Data were analyzed using linear modeling to determine which variables were predictive of mathematics identity. Results indicate that achievement and students' classroom experiences associated with assessments, a focus on memorization, and teacher strategies were predictive of their mathematics identity. This work informs the field by expanding on our understanding of how important aspects of students' classroom experiences contribute to their mathematics identity development. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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