Outcomes of a Middle School Basic Facts Intervention: Re/Constructing Mathematics Academic Self-Concept

• In Event: Action Research: Transforming University-School Practices and Academic Self-Concept

Abstract

Few scholars take a student-centered approach when investigating ranges of possible outcomes from an intervention experience. Yet referral to intervention may occur for students with learning differences in mathematics as a result of difficulties meeting achievement benchmarks. The findings presented are results from a larger qualitative phenomenological research study where I aimed to reposition how mathematics education can be used as a social force to develop positive self-concept with a focus on coming to understand mathematics instruction as relevant and specific to the real-world for students’ with dis/abilities. I found evidence to support the reciprocal effects model (REM) theory of self-concept construction; that social frames of reference may work to help individuals construct and reconstruct their mathematics academic self-concept.

Author

• Nicole B Whitaker, Marietta College