Mathematical Experiences, Teacher Support, and Mathematics Interest

• In Event: 45.026 - Mathematics Within Social and Cultural Contexts: Promising Perspectives and Practices

Abstract

As mathematical education research continues to expand, there is an increasing need for research that brings together students’ non-cognitive attributes with elements of their classroom experience in investigations of math performance. This study seeks to add to the existing literature on the positive effects of reform-oriented teaching practices, project-based learning and real-world connections on student engagement, and the relationship between these practices and the level of math teacher support perceived by students. This study examines student math interest as the dependent variable of primary interest using the first two waves of longitudinal data collected from students across two school sites.

Author

• Tristan Hann, Johns Hopkins University