The Relationship Between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: Interaction of Beliefs and Instruction in Mathematics

Abstract

This mixed methods study explores the relationships among secondary students’ math identities, their perceived problem solving practices, and their perceived self-regulated learning strategies. The design methods are grounded in Bandura’s (1986) social cognitive theory and mixed methods methodology, which includes quantitative correlational research, qualitative interviews, and survey research. The instruments include: (1) a survey of students’ math identities and perceptions of their problem solving and self-regulation practices and (2) structured qualitative interviews, of students reporting positive and negative math identities, to explain the quantitative results. This study’s findings hold implications for teachers, school administrators, instructional coaches, teacher preparation professionals, policy makers, and educational researchers who influence the education of secondary math students.

Author

• Katie Laskasky, Loyola Marymount University