Elementary-age children’s conceptions about mathematics utility and their home-based mathematics engagement

Abstract

Integrating multiple theoretical frameworks, the authors examined rising first- to fourth-grade students’ mathematics utility conceptions—their knowledge and beliefs about the usefulness of mathematics, home-based mathematics engagement, and grade-level differences in mathematics utility conceptions and home engagement. Most children viewed mathematics as heavily focused on low-level mathematics operations and as learned and used primarily in school. Older children showed more awareness of mathematics as part of daily living, but still viewed mathematics as mostly school-based—more so than their younger counterparts. Results suggest that awareness of mathematics in daily life may be associated with children’s mathematics utility value (perceived usefulness of mathematics). Although children engaged in activities at home with the potential to foster mathematics development, the frequency of engagement was not related to their awareness of mathematics in daily activities. Thus, there may be untapped opportunities for young children to connect the mathematics they learn in school to their daily life.

Keywords:

• Mathematics conceptions
• elementary age children
• mathematics education
• mathematics utility value
• productive disposition

Acknowledgments

Special thanks to faculty and graduate and undergraduate researchers who assisted with this project: Dr. Linda Baker, Joy Thompson, Cassie Simons, Felix Burgos, Hilda Huang, Shelter Bamu, Greta Bauerle, Jessica Benedict, Vishka Correya, Penelope Gorotiza, Courtney Harper, Charence Higgins, Delanie Johnson, Hinali Patel, Kishan Patel, Samantha Schene, Aryn Spry, Valerie Stone, Mariana Triantos, and Kaitlyn Wilson.

Additional information

Funding

This research was supported by UMBC Venture SEED funds and MIPAR.