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ABSTRACT
This research explores the positive impact of service-learning on the disposition of students in mathematics. This was a qualitative case study of high school AP Statistics students who completed a service-learning project. Data were gathered from student interviews, reflection journals, and field observations. The framework for the analysis follows the definition of “productive disposition” offered by the National Research Council and that remains foundational to the Common Core Standards for Mathematical Practice. The major themes that emerge from the data indicate that through service-learning, students see math as sensible, useful, and worthwhile. This supports the potential of service-learning as a pedagogical tool that can be utilized to develop a productive disposition in students; addressing at a practical level how the affective objectives of national policy documents can be achieved.
Notes
1 Though not referenced here, see also: “The effect of housing and gender on Morphine self-administration in rats.” Psychopharmacology. 58, pp. 175-179. and “Effect of early and later colony housing on oral ingestion of morphine by rats.” Pharmacology, Biochemistry, and Behaviour, Vol. 15, pp. 571-576.
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Notes on contributors
Joshua B. Wilkerson
Joshua Wilkerson currently chairs the K–12 mathematics department at Regents School of Austin in Austin, TX, where he has been implementing service-learning projects for the past seven years. He completed his Ph.D. in math education from Texas State University where his dissertation focused on cultivating a productive disposition in mathematics students through engagement in service-learning. Joshua started the website www.SLmath.com dedicated to indexing resources for math teachers interested in implementing service-learning projects in their courses.