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Athletes to Mathletes : Factors Influencing Student-Athletes Mathematical Experiences

Athletes to Mathletes : Factors Influencing Student-Athletes Mathematical Experiences. Lee Roberson, David Caples , and Wafa Yacoub.

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Athletes to Mathletes : Factors Influencing Student-Athletes Mathematical Experiences

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  1. Athletes to Mathletes: Factors Influencing Student-Athletes Mathematical Experiences Lee Roberson, David Caples, and WafaYacoub

  2. Less than 5% of all student-athletes compete professionally in their respective sports and they need fundamental skills to survive in the current highly competitive job market (Life After Sports, 2007) • Bring to focus student-athletes’ scholastic identity • Strengthen and diversify student-athletes’ overall education Academia’s Concerns for Student-Athletes

  3. The president and other members of the National Collegiate Athletic Association (NCAA) made a call to action for academic research to bring the student-athletes’ scholastic identity back into focus across a variety of disciplines.(Powers, 2008) • This research is an attempt to initiate such research inquiries Purpose of the Study

  4. Is there a statistically significant difference in student athletes attitudes towards mathematics based on their sport, gender, and degree of exposure of mathematics? If so, what is it? • Is there a statistically significant relationship between a student-athlete’s support system, authority figures, career goals, and educational experiences and their attitudes and perspectives of mathematics? If so, what is it? The Research Questions Investigated

  5. Role of Student-Athletes (Maloney & McCormick, 1993; Marx, Huffmon, & Doyle, 2008; Papanikolaou & Alexooulos, 2003) • Academic Issues Concerning Student-Athletes (Johnson, 1985; Pascaralla, et al. 1995; ; Whitner & Myers, 1986) • Student-Athletes’ Authority Figures (Johnson, 1985; Papanikolaou & Alexooulos, 2003; Simons, et al., 2007) Literature Review

  6. Student-Athletes’ Career Goals (Life After Sports, 2007; Stage & Kloosterman, 1995) • Student-Athletes’ Educational Experiences (Hannula, 2002; Middleton & Spanias, 1999; Schiefele & Csikszentmihalyi, 1995) • Student-Athletes’ Support System (Koller, Baurmert, & Schnabel, 2001; Marx, Huffmon, & Doyle, 2008) Literature Review (cont.)

  7. Interest in Mathematics (Koller & Baumert, 2001) • Attitudes towards Mathematics (Hannula, 2002; Middleton & Spanias, 1999) • Motivation in Mathematics (Schiefele & Csikszentmihalyi, 1995;) Literature Review (cont.)

  8. A division one public university in the Rocky Mountain region in the United States • 369 student-athletes in inter-collegiate sports • 10 different types of sports • 17 individual teams • 15 teams participated • 30 different majors • Three levels of Mathematical Experience: Low (61.3%), Medium (35.3%), and High (3.5%) • Freshmen (33%), sophomores (24%), juniors (31%), and seniors (12%) Description of the Setting & Participants

  9. Cross sectional survey design • Indicated student-athletes’ gender, sport, major, and amount of mathematical experience in the classroom • 6-point Likert-type scale • 30 statements • Attitudes about mathematics relating to authority figures, career goals, educational experiences, and support systems • 1-6 (Strongly Disagree to Strongly Agree) Mathematical Experience Questionnaire

  10. Reliability and Validity of Mathematical Experience Questionnaire • Total scale Cronbach’s alpha = .908 • Developed by research team • Procedure Methodology

  11. Post-Postivist Approach • Quantitative Research • Implementation of Survey Theoretical Framework

  12. 15 out of 17 teams participated • Inability to randomize • Definition of Low, Medium, and High mathematical experience • Home-made instrument • The generalizability may be limited Limitations

  13. Designing a comparative study to measure mathematical perceptions between athletes and non-athletes students. • Study student-athletes’ perspective on other subjects. • Gather Qualitative interview data • Promote dialogue and research into the student-athletes’ academic identity Implications and Future Research

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