RUME 26
2024
Omaha, Nebraska
Using Stories to Understand the Attitudes of Students in Entry-Level Mathematics Courses
Page: 1284
In this poster we analyzed the mathematical autobiographies or mathematics stories from our University's 'Summer Launch' program for incoming freshman to take their entry-level (e.g., College Algebra) mathematics course with corequisite support. By combining frameworks from Watson (2019) and Drake et al. (2001) we found that students' stories typically fall under four categories: familial, antagonist, friendly, and roller-coaster (frenemy). We outline these categories, and hope to discuss how instructors can leverage students' stories to foster learning and improve mathematical attitudes.