Attitudes regarding Perceived Values and Usefulness of Mathematics in a Community College Mathematical Literacy Course

Year 2019, Volume: 6 Issue: 4, 182 - 192, 26.12.2019

Serine Ndiaye

Abstract

As the nation seeks for
new and efficient ways to address the high failing rate in developmental
mathematics, many community colleges have begun experimenting with alternative
design for remedial mathematics sequences. One approach was to implement mathematical
literacy in their program, focusing on quantitative reasoning. The mathematics
literacy course involved in this study is MAT 41, “an innovative remedial
mathematics course designed to prepare and move students to college-level work
more quickly” (Carnegie Foundation, n.d.). The drive of this study was to
observe and evaluate learner attitudes regarding perceived values and
usefulness mathematics in a community college mathematical literacy course
using a mixed method approach. Two groups of students who were in need of basic
skills in mathematics at the level of remediation were surveyed, one group
taking mathematical literacy courses and another group taking algebra courses.
To measure students’ growth in the perceived value and usefulness of mathematics,
quantitative data were collected with a pre- and post-mathematics attitudes
survey from the mathematical literacy course and the elementary algebra course.
In addition, qualitative data were gathered with an open-ended question
administered to participants in the mathematical literacy sections during the
last week of the semester. Findings from the quantitative data revealed
statistically significant effects for participants in the mathematical literacy
course compared to their counterparts in the elementary algebra course in
attitudes regarding the perceived value and usefulness of mathematics.
Qualitative data were aligned with the findings from the quantitative data and
indicated participants’ positive views on the usefulness of the mathematical literacy
course, and improvement of their attitudes regarding mathematics.

References

• Allen, K. (2011). Mathematics as thinking: A response to “Democracy and math.” Democracy and Education, 19(2), 1-7.
• Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, 145, 11-30.
• Bailey, T., Jeong, D. W., & Cho, S.-W. (2010). Referral, enrollment, and completion in developmental education sequences in community college. Economics of Education Review, 29, 255–270. doi: 10.1016/j.econedurev.2009.09.002
• Carnegie Foundation. (n.d.). Quantway. Retrieved on July 31, 2012 from http://www.carnegiefoundation.org/quantway.
• Creswell, J. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage.
• CUNY, Office of Institutional Research and Assessment. (2015). Pass rates of selected math courses: Fall 2014. Unpublished data report.
• George, M. (2010). Ethics and motivation in remedial mathematics education. Community College Review, 38, 82–92. doi: 10.1177/0091552110373385
• Howell, J. S. (2011). What influences students’ need for remediation in college? Evidence from California. Journal of Higher Education, 82, 292–318. doi: 10.1353/jhe.2011.0014
• Jordan, J., & Haines, B. (2003). Fostering quantitative literacy: Clarifying goals, assessing student progress. Peer Review, 5(4), 16-19.
• Koller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32(5), 448-470.
• Malcom, S. (1997). Making mathematics the great equalizer. In L. A. Steen (Ed.), Why numbers count: Quantitative literacy for tomorrow’s America (pp. 30-35). New York, NY: College Board.
• Mejia, M. C., Rodriguez, O., & Johnson, H. (2016). Preparing students for success in California community colleges (Public Policy Institute of California). Retrieved from http://www.ppic.org/content/pubs/report/ R_1116MMR.pdf
• Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65–88.
• Nunan, D. (1999). Research methods in language learning (8th printing). Cambridge: CUP
• Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26(2), 163-181.
• Steen, L. A. (2001c). Mathematics and numeracy: Two literacies, one language. Mathematics Educator, 6(1), 10-16.
• Stith, J. H. (2001). Connecting theory and practice. In L. A. Steen (Ed.), Mathematics and democracy: The case for quantitative literacy (pp. 73-78). Washington, DC: National Council on Education and the Disciplines.
• Tapia, M. (1996). The attitudes toward mathematics instrument. Retrieved from http://search.proquest.com.proxy.lib.wayne.edu/docview/62613882?accountid 14925
• Van Peursem, D., Keller, C., Pietrzak, Wagner, C., & Bennett, C. (2012). A comparison of performance and attitudes between students enrolled in college algebra vs. quantitative literacy. Mathematics and Computer Education, 46(2), 107-118.