The Influence of High School Teachers’ Instructional Practices on Students’ Mathematics Identity

• In Event: Roundtable Session 27
  In Roundtable Session: Roundtable: Self Beliefs and Valuing of Mathematics

Abstract

Using data from the Factors Influencing College Success in Mathematics (FICSMath) project, a national survey of college students enrolled in single-variable calculus at 2- and 4- year institutions across the United States, this paper explored the relationship of high school mathematics teachers’ instructional practices with students’ mathematics identity development. General linear modeling was used to determine that instructional practices such as the use of technology, tutoring classmates, time on-task, and specific content focus (i.e., connections to everyday life, connections to other content areas, and focus on functions) were predictive of students’ mathematics identity.

Authors

• Jennifer Dawn Cribbs, Western Kentucky University

• Zahra Hazari, Florida International University

• Philip M. Sadler, Harvard University

• Gerhard Sonnert, Harvard University