Why Some Love math…
Why Some hate math…
Maggi J. Varsho
Faculty Mentor: Dr. Susan Harrison
Associate Professor of Mathematics
Mathematics Education
University of Wisconsin – Eau Claire
The “No Child Left Behind” initiative imposed upon American educators was in
response to achievement gaps and falling test scores of American students in
comparison to international students. Curious as to what factors were possibly
behind the decline, Varsho and Harrison asked,
“Which factors are the most influential to
a student’s academic performance and
attitudes in mathematics?”
All data collection was done through an online survey created by Varsho. The
survey was composed of questions centered on each factor found in the initial
literature review to be influential ([1], [2], [3]. [4], and [5]) to students’
performance and attitudes. Websurveys software provided by UW-Eau Claire was
used to create the survey which consisted of the following items and included 61
“testable” variables.
 Multiple choice (single and multiple selection) – which utilized a Likert Scale
 Open ended (comments only)
The piloted survey was administered via email to all freshman as defined by the
Registrar. Some respondents were offered extra credit in math classes for
participation. Respondent data were then filtered by the following:
 Completion of survey
 Between 18-20 years old
 Self-Proclaimed freshman status
Cross tabulations were performed utilizing chi2 and gamma significance tests
(p < .01, .05, .001) as well as Cramer’s V and Somer’s D for strength tests where
appropriate.
Overview
Gender Analysis
Math Placement at UWEC
The response rate for the survey (381 of 2037 for 18.7%)
was acceptable for this project. After using operational
definitions as well as completion status to filter the 381
students who responded to the survey, a sample size of
337 resulted. There was not enough racial diversity for
analysis. Approximately 80% of the 337 reported they
performed well in math while only 50% reported that
they liked the subject. A high level of significance (p
<.001) and extremely strong strength (v >.501) between
a student’s performance and feelings in math was
found. Students reported the following as the top five
factors influencing their performance and feelings.
Out of the 337 respondents: 265 (78.6%) were female,
71 (21.1%) were male and 1 (.0%) selected “other”. The
last case was eliminated during the gender analysis, thus
the sample size was 336. Out of the 61 variables, 16
variables were statistically significant ranging from weak
to moderate in strength (.101 < v < .300). On many
statements females were more likely to respond
neutrally while males more often agreed or disagreed.
Through the analysis females were found to be more
likely to:
Respondents identified a “math placement” based upon
one of three options:
 the math class I am currently taking
Performance
1. Math Ability
2. Previous Teacher(s)
3. Teaching Style(s)
4. Previous Course(s)
5. Personal Feelings
Also found was a significant, extremely strong
association between performance and feelings to
student response of the following statements:
Weak
.201-.300
Moderate
.301-.350
Moderately Strong
.351-.400
Strong
.401-.500
Very Strong
.501+
Extremely Strong
“A Woman Who Does
Well In Math Is Strange.”
91%
- Don’t Like It
In order to analyze the strength of each
significant relationship, since so many
were found, Varsho created (after
consultation with Dr. Ji) and utilized the
scale found at the left.
11.54%
90%
80%
19.23%
n = 26
69.23%
60%
23.31%
College
50%
54%
179, 53%
95%
158, 47%
19%
32.00%
15%
20%
Advanced
8%
8%
10%
n = 75
24.00%
0%
-Neutral
- Agree
Neutral
Agree
- Females
- Males
n = 265
n = 71
It should be noted, the survey favored those individuals who had internet access, were offered extra credit
and read emails. It is the view of the primary researcher that although gender still affects students’
performance and attitudes in mathematics, in many cases it is not the most influential. Although
respondents reported math ability, previous teachers, teaching style, previous courses and personal
feelings as the top factors, these factors do not change for females or respondents in review math classes.
In both cases “math ability” becomes stronger with a larger percentage of respondents selecting this
option. Surprisingly, the same results were not echoed within the survey questions with the exception of
personal feelings (one of the strongest associations). There are many reasons why this may be the case:
1.
2.
3.
4.
44.00%
2%
Disagree
- Disagree
47.46%
30%
1%
Respondents were able to comment upon the different
aspects during the survey. Some of these comments are posted below. All
quotes are followed by the characteristic of the respondent following the
form: - GENDER, PERFORMANCE, FEELINGS, MATH CLASS
29.24%
n = 236
40%
4%
I feel the greatest struggle for me in mathematics was
having non-traditional math in high school. Since I had
[this class] it was very hard for my parents to grasp
my math book. – Female, not good, don’t like it, college
Review
76%
70%
27%
– Female, not good, don’t like it, review
Level of Anxiety on Math Tests
By Math Placement
100%
- Like It
We had the CORE math program in high school and I feel that it
held me back in terms of where I should have been so that I
would be prepared for college math.
After recoding the variable into three categories,
findings showed 75 (22.3%) of respondents were
advanced students, 236 (70%) were college and 26
(7.7%) were review*.
Twenty-six variables were
statistically significant (10 more than gender) ranging
from weak to strong in strength (.101 < v < .400). After
analysis one can conclude students in “review” math
were more likely to:
 perform poorly in mathematics
 dislike mathematics
 have poor attitudes towards math
 have high levels of anxiety in class and on tests
 experience negative incidents in the classroom
 have effective teachers
 have families who supported math/school
*Advanced = Math 114, 184, 215 and 216
College = Math 104, 106, 108, 109, 111, 112, 113, 203, 246
Review = Math 010 and 020
“I Will Never Be Good In Math”
By Feelings in Math
Not Applicable
.101-.200
the math class I would have taken
I met my math competency at the follow level
I have never been good at math.
I will never be good at math.
Strength Analysis
.000-.100
Feelings
1. Previous Teacher(s)
2. Math Ability
3. Teaching Style(s)
4. Previous Course(s)
5. Family Expectations
 dislike mathematics
 be placed into low or non-advanced classes
 agree they have never been good in math
 disagree math connects to their major/minor
 *complete their homework more often
 *disagree with “women in math are strange”


no question about math ability was asked, only questions about performance
many respondents reported both excellent and poor math teachers
questions about teaching style were focused upon the different activities teachers used
it is impossible to compare classes and curriculum from different schools
Future research is needed focusing on these issues and ways to measure them more accurately. A deeper analysis of the
data collected is planned. A handout is available for those who may be interested in a complete list of the variables which
were statistically significant as well as a complete summary of the results.
References Cited
[1] Boaler, J. (1998, December). Experiencing School Mathematics: Teaching Styles, Sex and Setting. British Journal of Sociology of Education, 19 (4), 587-590.
[2] Fennema, E. H. and Sherman, J. A. (1978, May), Sex-Related Differences in Mathematics Achievement and Related Factors: A Further Study. Journal for Research in Mathematics Education, 9(3) ,189-203.
[3] Ganguli, A. B. (1992, December). The Effect on Students' Attitudes of the Computer as a Teaching Aid. Educational Studies in Mathematics, 23(6), 611-618.
[4] Sheldon, S. B. And Epstein J. L. (2005, March/April). Involvement Counts: Family and Community Partnerships and Mathematics Achievement. Journal of Educational Research, 98(4), 196-206.
[5] Stevens, T., Olivarez, A. Jr., Lan, W. Y. and Tallent-Runnels, M. K. (2004, March/April). Role of Mathematics Self-Efficacy and Motivation in Mathematics Performance Across Ethnicity. Journal of Educational Research, 97(4), 208-221.
- Low
- Medium
- High
Recommendations for
Future Teachers
Remember, teachers are the most prominent factor in
influencing students’ performance and feelings about math.
Utilize activities to increase math’s likeability as students
who do not like math are more likely to perform poorly.
Integrate ways to improve math confidence daily into
classrooms since many students who don’t like or don’t
perform well are lacking in these areas.
Incorporate anxiety reduction techniques because many
students (those who don’t like, don’t perform well or are in
lower classes) produce higher levels of anxiety in class and
on tests.
Thanks and Acknowledgements
 Faculty/Student Collaborative Research Grant
 Dr. Jiajun Ji – Social Statistics Associate Professor
 Dr. Jessica Kraker – Mathematics Statistics Lecturer
 Mathematics Department
 Students for their time, support and thoughts