The power of beliefs: adolescents achieving in mathematics
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Authors
Magnussen, Lizbeth Ann
Issue Date
1997
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
As young adolescents make the transition to middle school, they demonstrate a loss of motivation and diminishing value of mathematics. Consequently, national goals and standards have initiated new perspectives on learning and teaching mathematics in an effort to raise national proficiency levels. Instead of instruction by repetition and drill, the new teaching approaches emphasize conceptual understanding of mathematics and the development of positive beliefs. However, international studies indicate that U.S. students continue to score near the bottom, and many students continue to neglect to enroll in advanced mathematics courses.
This qualitative study explores 8th grade students' beliefs about what they feel inspires them to achieve in mathematics, and what factors influence their attitude towards learning mathematics. Data were collected in the form of surveys and open-ended questionnaires throughout the school year. A theoretical model is proposed to explain how beliefs, learning strategies, motivational attributes, and self-efficacy interact with one another to influence adolescents' achievement in mathematics.
In conclusion, repetitive practicing helped adolescents developconfidence in their ability to learn mathematics, which had a positive impact on their attitude towards mathematics and their achievement in mathematics In addition, adolescents realized that hard work and perseverance lead to success. Future implications are discussed, suggesting a balance between new teaching perspectives and repetitive practicing might be beneficial for raising mathematical proficiency levels in adolescents, as well as encouraging students to continue pursuing advanced mathematics courses.