Mathematical Identity and Achievement in Rural Seventh-Grade Students (Poster 41)

• In Event: AERA Poster Session Two
  In Poster Session: Applications of Structural Equation Modeling in Education

Abstract

Mathematical identity relates to a person’s confidence, beliefs, and persistence with mathematics (Gweshe & Brodie, 2019). Identity is not fixed (Dweck & Yeager, 2019; Wenger, 1998) and is dynamic within a social environment (Langer-Osuna, 2018). The purpose of this study was to investigate mathematical identity, mindset, and social positioning and the mathematical academic achievement of seventh grade students within a rural context through structural equation modeling (SEM). The Mathematical Identity and Affective (MIA) instrument was created for this purpose. A nine-factor model (attitude, value, interest, self-concept, aspiration, anxiety, mindset, adult positioning, peer positioning) was found through exploratory and confirmatory factor analysis. SEM results produced one significantly significant negative relationship and twelve statistically significant positive relationships.

Authors

• Kelly Hawkinson, Campbell County School District
  Presenting Author

• Mark Andrew Perkins, University of Wyoming
  Presenting Author

• Scott Chamberlin, University of Wyoming
  Presenting Author