Typical high school algebra classes contain females, minority males, and white males in somewhat proportionate numbers. In contrast, the usual high school calculus class, three years hence, is but a small percentage of the original total who were in algebra, and they are predominantly white males of average to above-average ability. In a time span of less than two weeks, through three brief educational presentations that included factual information to demystify math study, showed the importance of math to personal goals, and provided panel presenters who would serve as role models, I sought to influence students, especially females and minority males, to commit to study math through calculus. When data collected on a questionnaire from 110 students studying Algebra 1 or geometry was analyzed in terms of two of the most important outcomes of the study--factual knowledge acquired and commitment to study math through calculus--there were no results significant at the.05 level for the experimental group who received the presentations. Regarding five other outcomes: the actual levels of math studied, the ability to match an appropriate amount of math to one's post-high school plans, the choice of counselor over other options for career or educational information, and the choice of any school personnel as opposed to other options for career counseling--the only outcome significant at the.05 level was the selection of school personnel for career counseling. In conclusion, perhaps a greater use of role models whose job it is to stress the importance of math to one's life goals, over a sustained period of time, might be most effective in changing student attitudes toward studying math through calculus.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8409 |
| Date | 01 January 1992 |
| Creators | Morelle, Loretta Marie |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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