Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How are They Related?

Young, Jamaal; Cunningham, Jahneille; Ortiz, Nickolaus; Frank, Toya; Hamilton, Christina; Mitchell, Tina

This study examines the relationship between mathematics dispositions and the mathematics achievement of Black students. The study aims to elucidate the acute effects of mathematics dispositions, such as identity, self-efficacy, interest, and utility, on the mathematics Grade Point Averages (GPAs) and credits earned by Black students. A canonical correlation analysis was performed on data from a sample of Black students (N = 2,492) who participated in the High School Longitudinal Study of 2009/2012. The results indicate that mathematics identity, self-efficacy, and interest are uniquely related to persistence and mathematics performance for Black students. This study contributes to the mathematics education scholarship by providing data-driven recommendations to support Black students' mathematics instruction that maximizes the influence of their unique mathematics dispositions on their long-term learning outcomes.

BLACK students; WORD problems (Mathematics); MATHEMATICS education; GRADE point average; MATHEMATICS; MATHEMATICS students

Investigations in Mathematics Learning, 2021, Vol 13, Issue 2, p77

1947-7503

Academic Journal

10.1080/19477503.2020.1845537