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1. Factors that influence student mathematical dispositions

   Riling, M. ; Dietiker, L. ; Gibson, K. ; Tukhtakhunov, I. ; Ren, C. ( January 2018 , Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Why do secondary students in the US consistently and increasingly report a lack of interest in mathematics? Lack of interest in mathematics has been well documented in TIMSS responses; students dissatisfaction with mathematics more than doubled by 2011, when 40% of 8th graders reported not liking math, up from 18% as 4th graders in 2007. And, sadly, the trend appears to be worsening; in 2015, 47% of 8th graders indicated not liking math, up from 22% as 4th graders. In order to positively impact student attitudes towards mathematics, it is important to understand factors that may influence secondary students’ relationship with the discipline. This poster presents findings from an exploratory study of student disposition toward mathematics. We designed an online survey to learn about students’ relationship with mathematics, including experiences and settings that contribute to both positive and negative feelings about the subject. We surveyed 275 students, grades 9 to 12, in 11 classes in three schools in three New England districts. Though not randomly chosen, this sample allows us to examine student attitudes across a variety of contexts. We asked students about their feelings towards mathematics over the years, as well as which aspects of class they most enjoyed or disliked. Finally, we included items from the TRIPOD survey (Wallace et al., 2016) and the 2015 NAEP survey, which allows us to compare our sample with the national sample. Initial results indicate that student view their teachers and the topics of study as the central factors influencing their enjoyment of mathematics class. We found a correlation between responses that math is boring and that it is not relevant. Students who like math and those who do not reported different class activity preferences. For example, students who like math reported disliking watching a video in class, while students who dislike math reported disliking learning something new. Both groups of students (those who like math and those who do not) dislike math class when they have to present work to classmates, but hold positive views of solving puzzles and working with other students. Technology seems to appeal equally to both groups. Students who reported disliking math also look forward to playing competitive games. We saw no evidence that gender or race corresponded to students’ level of appreciation math. Finally, students reported liking math class less in high school than in middle school. Identifying factors that influence secondary student mathematical dispositions can inform curriculum designers seeking to improve mathematical attitudes. Future studies can learn if new curricular designs can change student relationships with mathematics to reverse recent trends. 

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2. Factors that influence student mathematical dispositions

   Riling, M. ; Dietiker, L. ; Gibson, K. ; Tukhtakhunov, I. ; Ren, C. ( January 2018 , Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Why do secondary students in the US consistently and increasingly report a lack of interest in mathematics? Lack of interest in mathematics has been well documented in TIMSS responses; students dissatisfaction with mathematics more than doubled by 2011, when 40% of 8th graders reported not liking math, up from 18% as 4th graders in 2007. And, sadly, the trend appears to be worsening; in 2015, 47% of 8th graders indicated not liking math, up from 22% as 4th graders. In order to positively impact student attitudes towards mathematics, it is important to understand factors that may influence secondary students’ relationship with the discipline. This poster presents findings from an exploratory study of student disposition toward mathematics. We designed an online survey to learn about students’ relationship with mathematics, including experiences and settings that contribute to both positive and negative feelings about the subject. We surveyed 275 students, grades 9 to 12, in 11 classes in three schools in three New England districts. Though not randomly chosen, this sample allows us to examine student attitudes across a variety of contexts. We asked students about their feelings towards mathematics over the years, as well as which aspects of class they most enjoyed or disliked. Finally, we included items from the TRIPOD survey (Wallace et al., 2016) and the 2015 NAEP survey, which allows us to compare our sample with the national sample. Initial results indicate that student view their teachers and the topics of study as the central factors influencing their enjoyment of mathematics class. We found a correlation between responses that math is boring and that it is not relevant. Students who like math and those who do not reported different class activity preferences. For example, students who like math reported disliking watching a video in class, while students who dislike math reported disliking learning something new. Both groups of students (those who like math and those who do not) dislike math class when they have to present work to classmates, but hold positive views of solving puzzles and working with other students. Technology seems to appeal equally to both groups. Students who reported disliking math also look forward to playing competitive games. We saw no evidence that gender or race corresponded to students’ level of appreciation math. Finally, students reported liking math class less in high school than in middle school. Identifying factors that influence secondary student mathematical dispositions can inform curriculum designers seeking to improve mathematical attitudes. Future studies can learn if new curricular designs can change student relationships with mathematics to reverse recent trends. 

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3. Factors that influence student mathematical dispositions

   Riling, M. ; Dietiker, L. ; Gibson, K. ; Tukhtakhunov, I. ; Ren, C. ( January 2018 , Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Why do secondary students in the US consistently and increasingly report a lack of interest in mathematics? Lack of interest in mathematics has been well documented in TIMSS responses; students dissatisfaction with mathematics more than doubled by 2011, when 40% of 8th graders reported not liking math, up from 18% as 4th graders in 2007. And, sadly, the trend appears to be worsening; in 2015, 47% of 8th graders indicated not liking math, up from 22% as 4th graders. In order to positively impact student attitudes towards mathematics, it is important to understand factors that may influence secondary students’ relationship with the discipline. This poster presents findings from an exploratory study of student disposition toward mathematics. We designed an online survey to learn about students’ relationship with mathematics, including experiences and settings that contribute to both positive and negative feelings about the subject. We surveyed 275 students, grades 9 to 12, in 11 classes in three schools in three New England districts. Though not randomly chosen, this sample allows us to examine student attitudes across a variety of contexts. We asked students about their feelings towards mathematics over the years, as well as which aspects of class they most enjoyed or disliked. Finally, we included items from the TRIPOD survey (Wallace et al., 2016) and the 2015 NAEP survey, which allows us to compare our sample with the national sample. Initial results indicate that student view their teachers and the topics of study as the central factors influencing their enjoyment of mathematics class. We found a correlation between responses that math is boring and that it is not relevant. Students who like math and those who do not reported different class activity preferences. For example, students who like math reported disliking watching a video in class, while students who dislike math reported disliking learning something new. Both groups of students (those who like math and those who do not) dislike math class when they have to present work to classmates, but hold positive views of solving puzzles and working with other students. Technology seems to appeal equally to both groups. Students who reported disliking math also look forward to playing competitive games. We saw no evidence that gender or race corresponded to students’ level of appreciation math. Finally, students reported liking math class less in high school than in middle school. Identifying factors that influence secondary student mathematical dispositions can inform curriculum designers seeking to improve mathematical attitudes. Future studies can learn if new curricular designs can change student relationships with mathematics to reverse recent trends. 

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4. Partnering Middle School Teachers, Industry, and Academic to Bring Engineering to the Science Classroom

   Carrico, C. ; Grohs, J.R. ; Matusovich, H.M. ; Kirk, G.R. ; Schilling, M.R. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access)

   Despite limited success in broadening participation in engineering with rural and Appalachian youth, there remain challenges such as misunderstandings around engineering careers, misalignments with youth’s sociocultural background, and other environmental barriers. In addition, middle school science teachers may be unfamiliar with engineering or how to integrate engineering concepts into science lessons. Furthermore, teachers interested in incorporating engineering into their curriculum may not have the time or resources to do so. The result may be single interventions such as a professional development workshop for teachers or a career day for students. However, those are unlikely to cause major change or sustained interest development. To address these challenges, we have undertaken our NSF ITEST project titled, Virginia Tech Partnering with Educators and Engineers in Rural Schools (VT PEERS). Through this project, we sought to improve youth awareness of and preparation for engineering related careers and educational pathways. Utilizing regular engagement in engineering-aligned classroom activities and culturally relevant programming, we sought to spark an interest with some students. In addition, our project involves a partnership with teachers, school districts, and local industry to provide a holistic and, hopefully, sustainable influence. By engaging over time we aspired to promote sustainability beyond this NSF project via increased teacher confidence with engineering related activities, continued integration within their science curriculum, and continued relationships with local industry. From the 2017-2020 school years the project has been in seven schools across three rural counties. Each year a grade level was added; that is, the teachers and students from the first year remained for all three years. Year 1 included eight 6th grade science teachers, year 2 added eight 7th grade science teachers, and year 3 added three 8th grade science teachers and a career and technology teacher. The number of students increased from over 500 students in year 1 to over 2500 in year 3. Our three industry partners have remained active throughout the project. During the third and final year in the classrooms, we focused on the sustainable aspects of the project. In particular, on how the intervention support has evolved each year based on data, support requests from the school divisions, and in scaffolding “ownership” of the engineering activities. Qualitative data were used to support our understanding of teachers’ confidence to incorporate engineering into their lessons plans and how their confidence changed over time. Noteworthy, our student data analysis resulted in an instrument change for the third year; however due to COVID, pre and post data was limited to schools who taught on a semester basis. Throughout the project we have utilized the ITEST STEM Workforce Education Helix model to support a pragmatic approach of our research informing our practice to enable an “iterative relationship between STEM content development and STEM career development activities… within the cultural context of schools, with teachers supported by professional development, and through programs supported by effective partnerships.” For example, over the course of the project, scaffolding from the University leading interventions to teachers leading interventions occurred. 

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5. The Impact of a Multidisciplinary Service-Learning Project on Engineering Knowledge and Professional Skills in Engineering and Education Students.

   Ringleb, S. I. ( June 2023 , ASEE New England annual conference)

   A multidisciplinary service-learning project that involved teaching engineering to fourth and fifth graders was implemented in three sets of engineering and education classes to determine if there was an impact on engineering knowledge and teamwork skills in both the engineering and education students as well as persistence in the engineering students. Collaboration 1 paired a 100-level engineering Information Literacy class in Mechanical and Aerospace Engineering with a 300-level Educational Foundation class. Collaboration 2 combined a 300-level Electromechanical Systems class in Mechanical Engineering with a 400-level Educational Technology class. Collaboration 3 paired a 300-level Fluid Mechanics class in Mechanical Engineering Technology with a 400-level Elementary Science Methods class. Collaborations 1 and 3 interacted with fourth or fifth graders by developing and delivering lessons to the elementary students. Students in collaboration 2 worked with fifth graders in an after-school technology club. While each collaboration had its unique elements, all collaborations included the engineering design process both in classroom instruction and during the service learning project. Quantitative data were collected from both engineering and education students in a pretest/posttest design. Teamwork skills were measured in engineering students using a validated teamwork skills assessment based on peer evaluation. Each class had a comparison class taught by the same instructor that included a team project, and the same quantitative measures. Engineering students who participated in collaboration 1 were evaluated for retention, which was defined as students who were still enrolled in the college of engineering and technology two semesters after completion of the course. Engineering students also completed an evaluation of academic and professional persistence. For the engineering students, none of the assessments involving technical skills had significant differences, although the design process knowledge tests trended upward in the treatment classes. The preservice teachers in the treatment group scored significantly higher in the design process knowledge test, and preservice teachers in collaborations 1 and 3 had higher scores in the engineering knowledge test than the comparison group. Teamwork skills in the treatment group were significantly higher than in the comparison group for both engineering and education students. Thus, engineering and education students in the treatment groups saw gains in teamwork skills, while education students saw more gains in engineering knowledge. Finally, all engineering students had significantly higher professional persistence. 

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