College students’ mathematics-related career intentions and high school mathematics pedagogy through the lens of identity
| Autor: | Zahra Hazari, Jennifer Cribbs, Gerhard Sonnert, Philip M. Sadler |
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| Rok vydání: | 2020 |
| Předmět: |
Class (computer programming)
Computer science General Mathematics media_common.quotation_subject 05 social sciences 050301 education Mathematics pedagogy Education Identity development Identity (philosophy) Concept learning ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences 0503 education 050104 developmental & child psychology Multinomial logistic regression Mathematics media_common Qualitative research |
| Zdroj: | Mathematics Education Research Journal. 33:541-568 |
| ISSN: | 2211-050X 1033-2170 |
| DOI: | 10.1007/s13394-020-00319-w |
| Popis: | We expand on prior qualitative research about mathematics identity development using data from a large national US survey of 10,437 students in 336 college calculus classes. Multinomial logistic regression models find that a stronger mathematics identity predicts higher student interest in pursuing certain STEM careers when compared with non-STEM careers, particularly those in physical and computer sciences, engineering, and mathematics, or in science or mathematics teaching. Multiple linear regression models identify that certain instructional practices employed by high school mathematics teachers predict higher levels of students’ mathematics identity. These include a high amount of interaction within the classroom, a focus on mathematics connections, and activities involving conceptual learning. Surprisingly, the role of the textbook, ways of organizing students (individual, small group, whole class), forms of assessment, and use of calculators or computers did not significantly predict students’ mathematics identity. |
| Databáze: | OpenAIRE |
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