Strengthening Mathematics and Computer Programming (MCP) Attitudes Through the Development of Self-Confidence in and Enjoyment of MCP Practices

• In Event: Nurturing Leadership in Computer Programming in Middle School Latinx Students: Collaboration and Co-Facilitation

Abstract

Objectives
This paper discusses over time development of mathematics and computer programming attitudes of the co-facilitators that participated in the [project name]. Attitude quantitative changes are supported with qualitative data that yield the relevance of emotional as well as academic support.

Theoretical Framework
Participation is an activity where language, culture, and intellectual resources work as tools for the development of learning, identity, knowledge, and confidence (Rogoff, 2003). Through a nurturing process, students can develop a critical agency, namely self-identifying as powerful MCP thinkers in MCP practices through personally and socially meaningful ways of intellectually and emotionally supportive participation (Turner, 2003). In fact, learners’ ability to master mathematical content is shaped by the learner’s attitude toward the content (McLeod, 1988). This presentation specifically centers on self-confidence, which we define as a self-concept about one’s performance in MPC. Self-confidence refers to believing in the value of effort, not hard topics, to get good results (Galbraith & Haines, 1998). The Co-facilitators’ new role provided an interesting addition to their self-confidence in MCP practices since they re-learned through teaching.

Methods & Data Sources
[project name] data collection derived from an adaptation of the Fennema and Sherman Mathematics Attitudes Scales (FSMAS) (1976). This adapted scale included a total of 20 items with a total maximum score of 100 points and a maximum score of 25 per domain, and 20 for computer programming. Attitude domains in mathematics and computer programming included: self-confidence, usefulness, enjoyment, and motivation. It took about 15 minutes to complete with 1-5 Likert scale (strongly agree, agree, disagree, & undecided). For each domain, there are 5 items, 4 regarding mathematics, 1 computer programming, and 1 inverse scoring. The total of 20 selected items has been rephrased over time, especially in relation to student input.
After collecting the data from the attitude scales, scores were processed based on the aforementioned domains. After all data were processed, researchers quantitatively analyzed the attitude score differences in general and domain in order to gauge students’ interest changes in mathematics and computer programming over two years. Results were corroborated qualitatively.

Results
Preliminary results from co-facilitators yielded an increased average attitude towards mathematics and computer programming. While general changes were evident, specific attention is provided to the changes in the domains of self-confidence and enjoyment of the co-facilitators and how they describe them qualitatively.

Scholarly Significance
Researchers reflected that co-facilitators increased attitudes, especially in self-confidence, reflect the new roles they played in [project name]. Access to experiences and information that nurture and support responsibility on learning and teaching may foster greater investment and learning of students. Research indicates there is a positive correlation between mathematics identity and mathematics attitudes (Nosek, Banaji, & Greenwald, 2002).

Authors

• Gabino Noriega, The University of New Mexico

• Carlos Alfonso LopezLeiva, University of New Mexico