Place-Based Mathematics: Impact on Student Attitudes, Interests, and Achievement

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Culture, Diversity, and Climate (Table 9)

Abstract

This study examines the effects of a place-based mathematics curriculum that includes sustainability and cultural elements on student attitudes, interests, and achievement. The research was conducted over three summer terms at a four-year public college and involved students in four undergraduate statistics classes. Using a mixed-methods approach, the study found that increased integration of sustainability and cultural content led to higher student confidence in mathematics, greater interest in STEM and sustainability careers, and improved academic performance. The results highlight the value of culturally responsive teaching and real-world problem integration in enhancing student engagement and success, advocating for broader adoption in educational settings.

Authors

• Stacy Potes, University of Hawai'i Mānoa

• Pauline W.U. Chinn, University of Hawai‘i at Manoa