Erica Kaphengst

Quick Links to: Home Page (Projects listed by session), Cohort 20 Gallery (Projects listed by last name), Content Pages: English, Math, Science, Soc St,

Title:  Student-Teacher Relationships In a Mathematics Classroom: What They Look Like, Sound Like, Feel Like

Master's Project - 2020 Presentation:   Link to the virtual room Links to an external site.

     Time:  Session 1,  2:10 pm (Central Standard Time)

     Group: Examining the role of community

     Audio Only access via: 1-571-392-7650     PIN: 427 027 6609

Abstract: 

Educational psychology research has long been interested in understanding the negative student impressions of mathematics that permeate the math classroom, but only recently has it begun to consider the role that student-teacher relationships may have in influencing those impressions. This paper compiles that various research that further investigates this potential influence.

The Care Theory demonstrates that beneficial teacher-student relationships are characterized by teachers both ascertaining and subsequently assuming the student’s needs and goals as their own. In doing so, the teacher is recognized by the student as a “care-er” and supportive figure, which is thought to create enjoyment and comfort in the classroom that then fosters greater student engagement and ultimately success. Research interested in specifically examining students’ impressions of the math classroom has used the Care Theory as a foundational starting point. Much of this research is focused on determining how students form such a negative attitude surrounding mathematical learning in the first place. The generally accepted theory is that negative feelings of math are actually caused by a cyclic association between math-related anxiety and avoidance tactics that stem from said anxiety. This tension is exacerbated by a number of factors including timed tests, subpar instructional methods, negative perceptions of instructors, and poorly explained challenging concepts, all of which contribute to an extreme negativity towards math. Much of the literature suggests that one mechanism to both prevent and dismantle math anxiety in students is to improve the quality of student-teacher relationships. This can arguably be achieved through multiple mechanisms, but the literature agrees that it involves creating a bond of care, trust, and safety between students and teachers both inside and outside the classroom. This presentation will speak to how this relationship can be utilized specifically in a classroom; in other words, what a strong student-teacher relationship can look like, sound like, and feel like in a mathematics classroom to help students improve in a multitude of ways in regards to math.

 

Contact: Erica Kaphengst, erica@kaphengst.us

MS, Curriculum and Instruction, Secondary Mathematics