Study of Math Identity in After School Andrea Beesley, IMPAQ - - PowerPoint PPT Presentation

Study of Math Identity in After‐School

Andrea Beesley, IMPAQ International Ben Dworken, FHI 360 May 4, 2016 Columbia, SC

What is Math Identity?

• How students think about themselves in

relation to math.

• Beliefs about math ability, importance of

knowing math, and challenges and

• pportunities in math classrooms.

Recent research shows that math identity plays a crucial role in students’ decisions to engage in math learning.

Activity Information

• Fun
• Real world math
• Inquiry‐based
• Build essential math skills and concepts
• Based on NCTM standards; meets career and college‐

ready standards

• Strategies for inclusion of all students

Activities Help Students…

• Find math in everyday experiences
• Improve math skills
• Have positive experiences with math
• Increase engagement and comprehension

Theme One: Jump Rope Math



Students learn essential skills while jumping rope, having fun and exercising



Create bar graphs, line graphs, scatter graphs and Venn diagrams



Conduct and analyze surveys



Design a math investigation

Theme Two: Built Environment Math



Students learn about scale, measurement, and their built environment

Theme Three: ArtMath



Students create kaleidoscopes



Create art in the style of Escher and Mondrian



Use tessellation, symmetry, asymmetry, and measurement

Theme Four: MusicMath



Students use combinations and permutations to create music



Learn about fractions through whole, half, quarter and eighth notes

Study: Participating Programs

• At least 30 fourth and fifth graders, 3 group

leaders, plus site coordinators

• At least 90 minutes/day, 2 days/week

Study: Requirements

• Four professional development sessions for group

leaders

– First session: Weds‐Thurs, July 13‐14, 2016 – Future sessions: Dec 2016, July 2017, Dec 2017

• Implement activities in 2016‐17 and 2017‐18

school years

– All sites participate in PD training and implement curriculum activities – Some sites are randomly selected to do additional activities intended to improve math identity

Study: Data Collection

• Group leader online survey at end of each

semester (4 total over 2 years)

• Student paper‐based surveys before program

start and at end of each semester (5 total over 2 years)

• Student after‐school program attendance

records, assistance in getting academic records

• Possible observations and interviews

Study: Benefits

• Free professional

development and curriculum materials

• Program stipends for data

collection and professional development

• Contribute to

understanding of how to develop math identity, broaden participation in STEM

References

• Anderson, R. (2007). Being a mathematics learner: Four faces of
• identity. The Mathematics Educator, 17, 1. 7‐14.
• Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001).

Self‐efficacy beliefs as shapers of children’s aspirations and career

• trajectories. Child Development, 72(91), 187–206.
• Boaler, J. (2002).The development of disciplinary relationships:

Knowledge, practice, and identity in mathematics classrooms. For the Learning of Mathematics, 22 (1), 42‐47.

• Boaler, J., William, D., & Zevenbergen, R. (2000). The construction
• f identity in secondary mathematics education. Journal of

Mathematical Behavior. Teacher Education. 7, 63‐86.

• Gee, J.P. (2001). Identity as an analytic lens for research in
• education. Review of Research in Education, 25, 99‐125.
• Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in

cultural practice. Mathematical Thinking & Learning, 4(2/3), 213‐ 247.

Questions?

Study Application Form