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Establishing an Explanatory Model for Mathematics Identity.

Jennifer D Cribbs1, Zahra Hazari2, Gerhard Sonnert3

  • 1School of Teacher Education, Western Kentucky University.

Child Development
|April 3, 2015
PubMed
Summary

Student beliefs about math competence indirectly shape math identity, influenced by interest and recognition. Self-perceptions alone are insufficient for developing a mathematics identity.

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Area of Science:

  • Educational Psychology
  • Mathematics Education

Background:

  • A theoretical framework for mathematics identity development was previously established.
  • Understanding factors influencing mathematics identity is crucial for student success.

Purpose of the Study:

  • To empirically test a theoretical framework for mathematics identity.
  • To investigate the relationship between students' beliefs and their mathematics identity.

Main Methods:

  • Utilized data from over 9,000 college calculus students in the United States.
  • Employed a robust structural equation modeling approach.

Main Results:

  • Students' self-perceptions of competence and performance indirectly affect mathematics identity.
  • Interest and external recognition in mathematics mediate the relationship between competence beliefs and mathematics identity.
  • Beliefs about competence and performance are not sufficient for mathematics identity development.

Conclusions:

  • Mathematics identity is complex and influenced by more than just perceived ability.
  • Fostering student interest and providing recognition are key to developing mathematics identity.