Exploring Teaching Math Relevance and Students’ Curiosity, Math Attitudes, and Math Self-Efficacy (Poster 13)

• In Event: AERA Poster Session Wednesday 10:50 a.m.
  In Poster Session: Motivation and Belonging in Mathematics Education

Abstract

The following study uses 2022 PISA data to explore student's perceptions of math attitudes, self-efficacy, and curiosity, and the influence of incorporating relevance into math instruction on these constructs. Descriptive statistics revealed that globally, students are neutral on their math attitude and math self efficacy. Students are more positive in their general curiosity, indicating students may maintain curiosity later than previous work suggested. Trends across countries and regions are explored amongst these constructs. Using a weighted survey regression, we found little influence on incorporating relevance during math instruction on students' math attitudes and curiosity. Future directions on incorporating more curiosity and relevance in the classroom is explored.

Authors

• Ryan Burke, University of Virginia

• Natalie Hutchins, University of Virginia

• Jamie Jirout, University of Virginia