Improving numeracy through values affirmation enhances decision and STEM outcomes

Peters, Ellen; Shoots‐Reinhard, Brittany; Tompkins, Mary Kate; Schley, Dan R.; Meilleur, Louise; Sinayev, Aleksander; Tusler, Martin; Wagner, Laura; Crocker, Jennifer

doi:10.1371/journal.pone.0180674

Cited by 50 publications

(67 citation statements)

References 57 publications

(99 reference statements)

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“…Besides being theoretically important to social comparison scholars, these results counter to what was predicted are particularly relevant to decision-making researchers working on interventions for boosting numeracy as a way to educate good decisions (Peters et al, 2017). In our preliminary data and first experiment (see Data S1), the vast majority of students expressed interest in seeing a peer's work:…”

Section: Discussioncontrasting

confidence: 67%

“…Besides being theoretically important to social comparison scholars, these results counter to what was predicted are particularly relevant to decision‐making researchers working on interventions for boosting numeracy as a way to educate good decisions (Peters et al, ). In our preliminary data and first experiment (see Data S1), the vast majority of students expressed interest in seeing a peer's work: Teachers may be inclined to give students what they ask for; yet our research shows that exposing students to poor peer work is likely to decrease, rather than help, confidence in mathematical ability.…”

Section: Discussionmentioning

confidence: 68%

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Poor peer work does not boost student confidence

Kappes

Fasolo

Han

et al. 2019

Behavioral Decision Making

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Students' low confidence, particularly in numerical topics, is thought to be a barrier to keeping them engaged with education. We studied the effects on confidence of exposure to a peer's work of varying quality (very good or bad) and neatness (messy or neat). Previous research underpinned our hypothesis that a peer's bad‐quality work—which students rarely see—might boost student confidence more than very good work. We also predicted that a peer's very good work—which students are often shown—might be less discouraging if it were messy, suggesting it required effort and struggle. However, in experiments with university students and low‐educated adults, these hypotheses were not supported, and all participants decreased in confidence after seeing any peer work. The failure to find support for these hypotheses can inform future research into social comparison effects on self‐confidence in numerical topics. These results also have practical implications for teachers and managers who are expected to provide examples of peer work.

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Section: Discussioncontrasting

confidence: 67%

Section: Discussionmentioning

confidence: 68%

Poor peer work does not boost student confidence

Kappes

Fasolo

Han

et al. 2019

Behavioral Decision Making

View full text Add to dashboard Cite

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“…Responses in this artificial, carefully constructed, task highlight information processing differences between more and less numerate individuals. The results are interesting, in part, because, compared with the less numerate, the highly numerate generally make better decisions with numbers and experience better health and financial outcomes (Peters et al, ). In this task, however, the highly numerate make worse judgments.…”

Section: Discussionmentioning

confidence: 99%

The loss‐bet paradox: Actuaries, accountants, and other numerate people rate numerically inferior gambles as superior

Peters

Fennema

Tiede

2018

Behavioral Decision Making

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Psychologists have convincingly demonstrated that preferences are not always stable and, instead, are often “constructed” based on information available in the judgment or decision context. In 4 studies with experts (accountants and actuaries in Studies 1 and 2, respectively) and a diverse lay population (Studies 3 and 4), the evidence was consistent with the highly numerate being more likely than the less numerate to construct their preferences by rating a numerically inferior bet as superior (i.e., the bets effect). Thus, the effect generalizes beyond a college student sample, and preference construction differs by numeracy. Contrary to prior thinking about preference construction, however, high expertise and high ability (rather than low) consistently related to the paradoxical phenomenon. Results across studies including Study 3's experimental modifications of the task supported the hypothesized number comparison process (and not a lack of expertise with monetary outcomes and probabilities or numeracy‐related differences in attention to numbers) as the effect's underlying cause. The bets effect was not attenuated by Study 4's instructions to think about what would be purchased with bet winnings. Task results combined with free‐response coding supported the notion that highly numerate participants have a systematic and persistent inclination for doing simple and complex number operations that drive their judgments (even after controlling for nonnumeric intelligence). Implications for 3 types of dual‐process theories are discussed. The results were inconsistent with default‐interventionist theories, consistent or unclear with respect to fuzzy trace theory, and consistent with interactive theories.

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“…Similar ideas related to boosting self-affirmations have been tested in supporting learning in statistics. Peters et al (2017) showed that through an affirmation-intervention during a statistics course they produced a positive influence on both students' subjective view of their ability as well as their actual ability.…”

Section: Discussionmentioning

confidence: 99%

Math Anxiety at the University: What Forms of Teaching and Learning Statistics in Higher Education Can Help Students With Math Anxiety?

Bjälkebring

2019

Front. Educ.

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Math anxiety is a feeling of tension, worry, and/or fear in situations involving math-related activities. The relationship between Math anxiety and math cognition has been frequently studied, and the negative associations between the two have been observed at multiple levels of mathematical processing ranging from simple counting to complex math problems. These negative associations are evident across various developmental stages. The aim of this study is to identify teaching and learning methods in higher education that students high in math anxiety use and benefit from. Through an anonymous online survey, psychology students enrolled in a statistics course rated their Math anxiety, Subjective numeracy, and Objective numeracy; in addition, they rated their success in the statistics course and their general preference for different forms of learning (e.g., face to face learning, online course material, as well as the use of the online video material presented on University of Gothenburg's learning management system [GUL]). The results gave no support to the notion that students high in Math anxiety used online teaching tools more than other students. However, students high in Math anxiety said they used their classmates as help to pass the course to a greater extent compared to those lower in Math anxiety.

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Improving numeracy through values affirmation enhances decision and STEM outcomes

Cited by 50 publications

References 57 publications

Poor peer work does not boost student confidence

Poor peer work does not boost student confidence

The loss‐bet paradox: Actuaries, accountants, and other numerate people rate numerically inferior gambles as superior

Math Anxiety at the University: What Forms of Teaching and Learning Statistics in Higher Education Can Help Students With Math Anxiety?

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