Addressing Negative Math Attitudes With Service-Learning

Abstract

In this paper, we share the results of our recent study of a quantitative literacy course with a service-learning component. Our study aims to answer the question: How did student attitudes shift as a result of participating in this course? We present and analyze statistics from pre- and post-surveys in five classes taught by two different professors, and we share qualitative data from focus group interviews in two sections of the course. This mixed-methods analysis suggests that the course has a positive effect on the math attitudes of our students.

Keywords:

• Service-learning
• confidence
• math anxiety
• quantitative reasoning

ACKNOWLEDGEMENTS

We would like to thank Dave Kung for initially introducing us to the Fennema–Sherman scales and providing early guidance for the study. We would also like to thank the 2013–14 Seattle University Service Learning Research Faculty Fellows cohort for providing valuable feedback on this project. We are also grateful for the comments of the anonymous referees that helped to improve this paper.

Finally, we express our profound gratitude to the students in all of the QLSJ classes for their willingness to grow and change their relationships with math.

Notes

¹ Effectance motivation appears to have been first described by Robert White [24] and refers to the motivational aspect of competence.

Additional information

Notes on contributors

Allison Henrich

Allison Henrich has been particularly interested in figuring out effective ways to teach math to those students who struggle the most with the subject. Thus, she loves teaching first year courses like Calculus 1 and Quantitative Reasoning. She also enjoys teaching majors courses and doing research with undergraduates in knot theory. In her spare time, she ties herself up in knots through practicing yoga and aerial acrobatics.

J. McLean Sloughter

J. McLean Sloughter completed his undergraduate studies in Math and Psychology at Gonzaga University before completing his graduate studies in Statistics at the University of Washington. His research interests involve statistical modeling and forecasting with applications to sustainability and environmental studies, as well as applying those same methods to assess the effectiveness of new pedagogy. In his spare time he cooks, enjoys local music, and mixes cocktails.

Jeffrey Anderson

Jeffery Anderson has written numerous articles and book chapters on service-learning in teacher education and is co-editor of the book Service-Learning in Teacher Education: Enhancing the Growth of New Teachers, Their Students, and Communities. He received the Washington State Award for Excellence in Teacher Education in 1995 and Annual Research Achievement Award from the American Educational Research Association (AERA) Special interest Group on Service-Learning in 2005. He also serves on the Board of Directors of the International Center for Service-Learning in Teacher Education. He received the Washington State Award for Excellence in Teacher Preparation, from the Washington State Professional Educator Standards Board in 1995.

Eric Bahuaud

Eric Bahuaud typically teaches quantitative reasoning, calculus, and real analysis. His research interests are in differential geometry, differential equations and applications.