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Mathematical literacy role of gender and emotional intelligence

Mathematical literacy role of gender and emotional intelligence. Vicki Tariq University of Central Lancashire. Definitions. Mathematical literacy (ML):

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Mathematical literacy role of gender and emotional intelligence

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  1. Mathematical literacy role of gender and emotional intelligence Vicki Tariq University of Central Lancashire HEA STEM Conference April 2012

  2. Definitions Mathematical literacy (ML): “an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen” (OECD, 2003, p. 24) Emotional Intelligence (EI): • an emotion-related cognitive ability; involves perceiving, using, understanding and regulating emotion; assessed by examining reasoning and problem-solving in the emotion domain • trait modelassumes that EI is a constellation of emotion-related self-perceptions; assessed by examining self-perceptions of emotional capabilities HEA STEM Conference April 2012

  3. Aim To explore: • how 1st-year undergraduates perform in a mathematical literacy test comprising PISA items • associations between mathematical literacy and: (i) attitudes/beliefs concerning maths, (ii) EI • gender differences HEA STEM Conference April 2012

  4. Method • ‘Convenience’ sample of 138 1st-year undergraduates; Psychology (50), Forensics (46) and Computing (42) • Test instrument: 10 PISA questions (Cleary et al., 2010); 20 min. to complete (with calculators) in 1st semester 2010/11 • Online survey: scales aimed at measuring self-efficacy in maths, attitudes/beliefs concerning maths, and EI • Data exported or entered manually into SPSS (v.19) for analysis HEA STEM Conference April 2012

  5. ‘Walking’ test items The picture shows the footprints of a man walking. The pace length P is the distance between the rear of two consecutive footprints. For men, the formula n/P = 140 givesan approximate relationship between n and P where, n = number of steps per minute, and P = pace length in metres. If the formula applies to Heiko’s walking and Heiko takes 70 steps per minute, what is Heiko’s pace length? Show your work. Bernard knows his pace length is 0.80 metres. The formula applies to Bernard’s walking. Calculate Bernard’s walking speed in metres per minute and in kilometres per hour. Show your working out. HEA STEM Conference April 2012

  6. Online survey • Attitudes/beliefs re maths • Self-efficacy • Confidence • Anxiety • Theory of intelligence • Persistence • Learning goal • Performance goal • EI • Situational Test of Emotion Management (STEM) – EI proficiency – ability EI • Emotional Self-Efficacy Scale (ESES) (factors 1 to 4) – component of trait EI HEA STEM Conference April 2012

  7. Participants Participants: • 46% male • 18 – 48 yrs (mean 20; SD 5); 73% aged 18 or 19 yrs • 22% with a qualification higher than GCSE Mathematics (e.g. AS or A2, or equivalent) (but data available for only 66% of participants) • 99% full-time undergraduates • 95% entered the university in 2010 • 92% English was first language HEA STEM Conference April 2012

  8. Test scores Ranged from 0 – 16 (max.); mean 8.2 (SD 3.1) 10 students (7%) achieved scores of 13 – 16 16 students (12%) achieved scores of 0 – 4 HEA STEM Conference April 2012

  9. Proficiency & self-efficacy HEA STEM Conference April 2012

  10. Correlation analyses - males HEA STEM Conference April 2012

  11. Correlation analyses - females HEA STEM Conference April 2012

  12. Summary of results • Males performed better in the test comprising PISA items • Females were less confident with regard to the nine mathematical tasks included in the test • Males: correlations between attitudes/beliefs towards maths and EI suggest that aspects of emotional self-efficacy are related to learning strategies (TOI, persistence, PG), but not to confidence, anxiety or actual performance (test score) • Females: correlations suggest that EI plays a greater role – those with higher levels of EI are more confident and less anxious, believe intelligence to be malleable, are more persistent and learning-goal oriented HEA STEM Conference April 2012

  13. Conclusions • Evidence that ability EI and emotional self-efficacy (a component of trait EI) are associated with test performance and/or attitudes/beliefs surrounding maths • Different patterns of association in male & female undergraduates • Previous research has revealed that EI can be developed in undergraduates • Interventions aimed at improving EI may have the effect of improving learning strategies and performance in maths HEA STEM Conference April 2012

  14. Acknowledgements • Team members: • Pamela Qualter, Psychology, UCLan • Sian Roberts, Education, Leeds • Yvon Appleby, Education, UCLan • Lynne Barnes, Education, UCLan • Funded by HEFCE’s National Teaching Fellowship Scheme (Project Strand) initiative managed by the Higher Education Academy HEA STEM Conference April 2012

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