Inquiry-Based Pedagogy and Middle School Students' Math Attitudes: An Examination by Gender and Race/Ethnicity

• In Event: Poster Session 16
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

This study investigates whether students’ experiences of inquiry-based learning in their mathematics classrooms predict having favorable attitudes towards math, and whether and how such patterns might vary by gender as well as by race/ethnicity. Utilizing data from the U.S. portion of the TIMSS, results of multivariate analyses reveal that an emphasis on math inquiry positively and significantly predicts higher levels of math interest and utility for both boys and girls. However, math inquiry positively and significantly predicts the likelihood of having strong math career intentions for girls only. Additional analyses find evidence that among boys, Black and Hispanic boys’ math attitudes appear to benefit more from being in an inquiry-based math classroom relative to their White male peers.

Authors

• Karisma Morton, The University of Texas-Austin

• Catherine C. Riegle-Crumb, The University of Texas

• Ursula Nguyen, The University of Texas - Austin