Good Teaching Roundtable

Title: Improving Student Outcomes in Math Through Explicit Efforts to Improve Students Mathematical Self-Efficacy and Mindsets

Abstract: By the early 1990’s it was commonly believed student success in math was strongly influenced by the student’s belief in themselves and their attitudes. (Pajares and Miller 1994). However, in 2015 (Bressoud, Mesa & Rasmussen 2015, the MAA’s National Study of Calculus pg. 28) indicated “mathematical attitudes became significantly more negative … on average, during a college calculus course.” Using a tool (developed by Hendy, Schorshinsky and Wade 2014) for measuring math beliefs, we will provide evidence that we can significantly improve student’s mathematical attitudes over a semester time frame. We will briefly consider the definition of Self-Efficacy and provide a model for looking at Math Mindsets, both fixed and growth. With the majority of the hour focusing on how interactions with students can improve or weaken student attitudes.

About the speaker: For the past 23 years, Dr. Hagerty has been working on improving success in Math courses leading to Calculus through the inclusion of educational philosophy of Self-Efficacy (Bandura), Student Engagement (Astin and Tinto) and Mindset (Dweck). The results of the focus on the experience: Dr. Hagerty has increased pass rates in courses leading to Calculus to over 75% at two different Universities. At Boise State this work has led to an increase in STEM Majors. Recent six-year graduation evaluation indicates that 45% of Boise State’s STEM majors began in classes below calculus and about 15% began at a level that would traditionally be considered as needing remediation in mathematics.