Testing an Explanatory Framework for Mathematics Identity

• In Event: 49.033 - Investigating the Role of Psychological Constructs in the Teaching and Learning of Mathematics

Abstract

This study tests a hypothesized mathematics identity framework based upon students’ beliefs and experiences related to mathematics by drawing on data from the Sustainability and Gender in Engineering (SaGE) project, a national survey study of college students enrolled in freshman-level English courses at 2- and 4- year institutions across the United States. Factor analysis and structural equation modeling was used to confirm the salience of the mathematics identity framework, indicating that students’ mathematics interest, their being recognized by others in mathematics, and beliefs about their ability to perform and understand mathematics were directly related to their mathematics identity.

Authors

• Jennifer Dawn Cribbs, Western Kentucky University

• Geoff Potvin, Florida International University

• Zahra Hazari, Florida International University

• Allison Godwin, Purdue University

• Robynne Lock, Texas A&M University - Commerce