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Dissertation/Thesis Abstract

A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults
by Hocker, Tami, Ed.D., Southeastern University, 2017, 111; 10636467
Abstract (Summary)

This study’s purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain growth and learning supported by positive math mindset. Young adult public charter high school at-risk students were surveyed before and after completion of the experimental intervention to measure their perceptions in the domains of Math Mindset, Math Anxiety, and View of Math. The results revealed significant differences in the treatment group’s pre-to post-test perceptions in all three math domains (p < .001) Comparison between the experimental and control groups were conducted, revealing significant differences between the two group in all three domains of math. These results point to the effectiveness of the experimental curriculum and instructional techniques to positively impact students’ perceptions of Math Mindset, reduction of Math Anxiety, and improvement in View of Math.

Indexing (document details)
Advisor: LeBlanc, Patty
Commitee: Dawson, Linda, Gollery, Thomas
School: Southeastern University
Department: Education
School Location: United States -- District of Columbia
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: Mathematics education, Mathematics, Education, Adult education
Keywords: At-risk, Math Anxiety, Math Mindset, Mathematics, Mindset, View of Math
Publication Number: 10636467
ISBN: 978-0-355-41505-6
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