Math Identity: Breaking Barriers and Building Brilliance

Emily Chappell

Senior Project Advisor

Suzie Hodges

Document Type

Project

Publication Date

Fall 2023

Keywords

math education, math anxiety, qualitative methods, education, learning, video, multimedia

Abstract

This project challenges the prevalent quantitative focus in math education by exploring the humanistic aspects of students' experiences at Western. Using qualitative methods, including surveys and interviews, the study delves into the central question of 'who is a math person?' Notably, over half of the surveyed current math students at Western (216 individuals) report experiencing math anxiety.

The research adopts a holistic approach, acknowledging the cognitive consequences of math anxiety, its intergenerational impact, and potential harm to female students' beliefs. The findings, presented in a 15-minute video, redefine the concept of a 'math person' through firsthand narratives and testimonials from students in Math 099, Western's lowest math class. This project aims to contribute to a more nuanced understanding of students' perspectives on themselves and mathematics, fostering a more inclusive approach to math education.

Department

Secondary Education

Subjects - Topical (LCSH)

Math anxiety; Mathematics--Study and teaching; Qualitative research; Learning

Type

Text

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Language

English

Format

application/pdf

Link to Full Text

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