skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • Exploring high school students’ careless or insufficient effort Survey responses when investigating attitudes toward Mathematics
Title: Exploring high school students’ careless or insufficient effort Survey responses when investigating attitudes toward Mathematics
A modified, bilingual Attitudes Toward Mathematics Inventory (ATMI) instrument was administered to 1,258 high school students in South Texas in an NSF-funded project on informal learning of mathematics and near peer mentoring. We explore students’ survey response behaviors and examine the existence of careless and insufficient effort (CIE) responses. This is empirical research for handling the challenge of CIE responses that leads to improved survey data quality, thus eventually validating the intervention effect of the mathematical informal learning project.  more » « less
Award ID(s):
2006067
PAR ID:
10516577
Author(s) / Creator(s):
; ; ; ;
Editor(s):
Lamberg, T; Moss, D
Publisher / Repository:
PMENA
Date Published:
Journal Name:
Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Volume:
2
ISBN:
978-1-7348057-2-7
Page Range / eLocation ID:
103-112
Subject(s) / Keyword(s):
high school education informal education affect, emotion, beliefs and attitudes measurement
Format(s):
Medium: X
Location:
University of Reno, Nevada
Sponsoring Org:
National Science Foundation
More Like this
  1. ; (, Frontiers in Psychology)
    Informal mathematics learning has been far less studied than informal science learning – but youth can experience and learn about mathematics in their homes and communities. “Math walks” where students learn about how mathematics appears in the world around them, and have the opportunity to create their own math walk stops in their communities, can be a particularly powerful approach to informal mathematics learning. This study implemented an explanatory sequential mixed-method research design to investigate the impact of problem-posing activities in the math walks program on high school students' mathematical outcomes. The program was implemented during the pandemic and was modified to an online program where students met with instructors via online meetings. The researchers analyzed students' problem-posing work, surveyed students' interest in mathematics before and after the program, and compared the complexity of self-generated problems in pre- and post-assessments and different learning activities in the program. The results of the study suggest that students posed more complex problems in free problem-posing activities than in semi-structured problem-posing. Students also posed more complex problems in the post-survey than in the pre-survey. Students' mathematical dispositions did not significantly change from the pre-survey to post-survey, but the qualitative analysis showed that they began thinking more deeply, asking questions, and connecting school content to real-world scenarios. This study provides evidence that the math walks program is an effective approach to informal mathematics learning. The program was successful in helping students develop problem-posing skills and connect mathematical concepts to the world around them. Overall, “math walks” provide a powerful opportunity for informal mathematics learning. 
    more » « less
  2. ; ; ; (, Kent State University)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    As the demand for STEM jobs increases, central to the success of STEM education and careers is a strong foundation in mathematics. However, students’ interest in mathematics is often very low. Thus, it is imperative to cultivate interest in mathematics among high school students. To promote students’ interests and positive attitudes in mathematics, we implemented informal learning using design-based research (DBR). We show that DBR is a compelling and suitable methodology for our research aims. Then we report how DBR can extend from previous studies in using informal learning for mathematics and foster motivating learning ecology in a school setting. Our DBR project has completed four iterations. 
    more » « less
  3. ; ; ; ; (, The review of disability studies)
    Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments. 
    more » « less
  4. ; ; ; ; (, Review of disability studies)
    Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments. 
    more » « less
  5. ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    This study investigates the interactions between informal educators and adolescents during math walk activities at an art museum. “Math walks” are activities where students notice and wonder about mathematics in the world around them, often creating their own “math walk stops” where they ask and answer mathematical questions. Drawing upon theories of informal math learning, scaffolding, and problem-posing, our research aims to enhance understanding of math walk implementation. Through video content, interaction analysis and artifact analysis of participants’ iPad photos, we explore students’ mathematical learning processes and the role of adult facilitators in guiding these activities. Results from a three-day summer camp are given, and findings offer implications for designing effective informal math education programs and fostering meaningful student engagement with mathematics in real-world contexts. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email