Measuring STEM students’ mathematical identities

Kaspersen, Eivind; Pepin, Birgit; Sikko, Svein Arne

doi:10.1007/s10649-016-9742-3

Cited by 11 publications

(12 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results showed that competence and performance indirectly affect their mathematical identity, emphasizing that interests and roles also play a role in developing mathematical identities. Kaspersen et al (2017) developed an instrument in a mathematical identity questionnaire aimed at STEM students. The study results showed that the instrument was validly used to measure mathematical identity.…”

Section: Measurement Of Mathematical Identitymentioning

confidence: 99%

“…To create the P-STMI, we looked at the existing mathematics identity instrument (Cribbs et al, 2015;Dou et al, 2019;Haciömerolu, 2020;Kaspersen et al, 2017;Kaspersen & Ytterhaug, 2020), adapted some of their items, and added several items that reveal pre-service mathematics teachers' mathematical identity in terms of teaching mathematics, not just when learning mathematics. This type of comment exemplifies the distinctiveness of the researcher's instrument, which is designed exclusively for pre-service mathematics teachers.…”

Section: Step 1: Determine Clearly What It Is You Want To Measurementioning

confidence: 99%

“…The mathematical identity instrument developed was intended for preservice mathematics teachers in this study. Similar instruments have been developed, especially for STEM students and students at the lower secondary school level (Kaspersen et al, 2017;Kaspersen & Ytterhaug, 2020). Furthermore, the instruments developed in this study were developed by researchers from an early stage, using existing instruments and then being translated as has been done on the mathematical identity instrument used for student-teacher candidates in Turkey (Haciömeroğlu, 2020a).…”

Section: Reliability Of Instrumentmentioning

confidence: 99%

“…As we refer to it in this study, there are few instruments for measuring mathematical identity (Kaspersen & Ytterhaug, 2020). For example, a previously designed questionnaire (Kaspersen et al, 2017;Kaspersen & Ytterhaug, 2020) examines STEM and lower secondary school students' math identities. From the research results, there is still no instrument developed to measure the mathematical identity of pre-service mathematics teachers.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Development of the Pre-Service Teachers’ Mathematics Identity Instrument (P-STMI)

2022

View full text Add to dashboard Cite

Background:The urgency of knowledge of mathematical identity is one of the reasons for the increasing numbers of research on mathematical identity. Knowing pre-service mathematics teachers' mathematical identity becomes essential and needs to be done using valid mathematical identity instruments. Mathematical identity instruments can reveal one's mathematical identity, contributing to learning and teaching mathematics. However, mathematical identity instruments have not been widely developed, especially for pre-service mathematics teachers. Objectives: This research aims to develop valid and reliable mathematical identity instruments for preservice mathematics teachers. Design: This research used scale-development research using the DeVellis' model. Setting and Participants: 196 pre-service mathematics teachers from 7 universities in Indonesia were involved in piloting the test. Data collection and analysis: The questionnaire instrument was distributed via google form and analysed for content validity, construct validity, and reliability. The data analysis used the Exploratory Factor Analysis (EFA) method to test the construct validity. Results: The Pre-Service Teachers' Mathematics Identity Instrument (P-STMI) contains 18 closed questions with five components. In addition, the instrument meets the criteria for content validity with a range between 0.79-1.00, meets construct validity, and the overall reliability value is 0.91. Conclusions: The P-STMI satisfies content validity, construct validity, and reliability. Therefore, the P-STMI is valid and reliable and can be used to see the mathematical identity of pre-service mathematics teachers.

show abstract

Section: Measurement Of Mathematical Identitymentioning

confidence: 99%

Section: Step 1: Determine Clearly What It Is You Want To Measurementioning

confidence: 99%

Section: Reliability Of Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Development of the Pre-Service Teachers’ Mathematics Identity Instrument (P-STMI)

2022

View full text Add to dashboard Cite

show abstract

“…Her experience of discomfort in this "new" mathematical inquiry activity can be related to what Silver (1994) hypothesized: That PP&PS may have a negative affective influence on students who have a history of success in regular, non-inquiry-based teaching. Most likely, Anna was not used to this kind of frustration in mathematics and maybe she wanted to protect herself from a decreased self-efficacy or from changing her mathematical identity (Horn, 2008;Kaspersen, Pepin, & Sikko, 2017).…”

Section: The Case Of Anna's Affective Fieldmentioning

confidence: 99%

Affective field during collaborative problem posing and problem solving: a case study

Bakker

2020

Educ Stud Math

View full text Add to dashboard Cite

Educators in mathematics have long been concerned about students' motivation, anxiety, and other affective characteristics. Typically, research into affect focuses on one theoretical construct (e.g., emotion, motivation, beliefs, or interest). However, we introduce the term affective field to account for a person's various affective factors (emotions, attitudes, etc.) in their intraplay. In a case study, we use data from an extracurricular, inquiry-oriented collaborative problem posing and problem solving (PP&PS) program, which took place as a 1-year project with four upper secondary school students in Sweden (aged 16-18). We investigated the affective field of one student, Anna, in its social and dynamic nature. The question addressed in this context is: In what ways does an affective field of a student engaging in PP&PS evolve, and what may be explanations for this evolvement? Anna's affective field was dynamic over the course of the program. Her initial anxiety during the PP&PS program was rooted in her prior affective field about mathematics activities, but group collaboration, the feeling of safety and appreciation, together with an increased interest in within-solution PP and openness for trying new things went hand in hand with positive dynamics in her affective field.

show abstract