RUME 27
2025
Alexandria, Virginia
“It all started when...”: Insights From Students' Math Life Stories
Page: 733
This mixed-methods study evaluates the mathematical autobiographies (MABs) of STEM students to evaluate their relationship with mathematics and influential actors in their math life stories. 135 MABs were collected from students enrolled in Calculus 1, Abstract Algebra, and Topology, taught by the same instructor. Analysis revealed that students mostly had consistently positive experiences with mathematics (PME). Hypothesis testing showed that students enrolled in upper division courses and math majors had a higher likelihood of describing PMEs and that Asian students described PMEs at a lesser rate than their peers. Instructors and family members were most frequently named as influential actors, with K-12 instructors appearing more often than college instructors. These results indicate that STEM students have had primarily positive mathematical experiences, which aligns with their desire to pursue STEM degrees.