Measuring Impacts of a Mathematical Problem-Posing Program on Middle School Students' Mathematical Grit

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 4
  In Roundtable Session: Applications of the Rasch Model in Education

Abstract

The present study examined changes in U.S. middle school students’ mathematical grit levels based on a larger problem-posing-based learning (P-PBL) program. Data were collected from 151, 195, and 235 students from 2021 to 2023 based on their responses to the Mathematical Grit Scale (MGS) that measure Consistency of Interest in Mathematics (CIM) and Perseverance of Effort in Mathematics (PEM). We performed Rasch stacking analyses for each subscale from one semester to another for 3 years. Results showed that both students’ CIM and PEM levels did not significantly change between two semesters for each year in the P-PBL Program. This indicates that mathematical grit, specifically CIM and PEM, are relatively stable constructs over short time periods such as across two semesters.

Authors

• Ibrahim Burak Olmez, University of Delaware

• Jinfa Cai, University of Delaware

• Stephen Hwang, University of Delaware