Factors Influencing Young Children’s Mathematical Well-Being in the United States

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Teaching and Learning (Table 5)

Abstract

Mathematical wellbeing (MWB) is a relatively new construct that considers students’ propensities to feel good and function well in mathematics. In this study, we use a nationally representative data set of 408 U.S. students aged 9-14 to explore how race, age, ethnicity, and grades in math are correlated with overall mathematical wellbeing for a U.S. population. Using self-report survey data, we found four noteworthy findings: (1) there was no association between students’ age, race, or ethnicity and MWB; (2) girls reported significantly lower levels of MWB than boys with similar grades; (3) student grades were significantly and positively associated with MWB; (4) students reported high levels of “perseverance” and “meaning” and low levels of “positive emotions” and “relationships.”

Authors

• Tye Campbell, Utah State University

• Brennan Bean, Utah State University