RUME 27
2025
Alexandria, Virginia
Use of WeBWorK as an Online Homework System as it Relates to Student Mathematical Identity
Page: 1192
This study explores how WeBWorK, an online homework system, influences student mathematical identity, with a special focus on students at a Native American-serving institution. Mathematical identity refers to beliefs, attitudes, and emotions toward mathematics, impacting motivation and learning. Through an online survey we gathered insight on student perceptions of WeBWorK's role in shaping four identity dimensions: self-efficacy, understanding, confidence, and persistence. Results reveal significant differences in student perceptions compared to prior studies, with survey participants showing lower engagement across these dimensions. Preliminary analysis suggests that WeBWorK may not equally support the mathematical identities of all students, particularly those from minority or first-generation backgrounds. This research contributes to understanding how web-based homework systems affect diverse student populations, providing insights for improving such systems to foster mathematical engagement and identity development.