Zach Schickert

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Title:  The Relational Nature of Math Classrooms: Using Teacher-Student Relationships to Shape Students’ Relationships with Mathematics

Master's Project - 2020 Presentation:   Link to the virtual presentation room

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

     Group: Students' Relationship with the Content

     Audio only access via: 1-571-392-7650, PIN: 843 489 9435

Abstract: 

This paper explores how teacher-student relationships can influence high school students’ relationships with mathematics. Based upon a review of the literature on the role of caring teacher-student relationships in the mathematics classroom and students’ mathematics achievement, mathematical self-efficacy, and math attitudes, I argue that student perceptions in mathematics classrooms are generally not solicited by teachers and understudied by researchers. Moreover, there is a dearth of literature that provides practical guidance for teachers about how to elicit student perceptions and how to use them to inform their teaching practices.  The author identifies literature that provides opportunities for teacher self-reflection and concludes with recommendations on how to mitigate disconnects between teachers' and students’ perceptions through caring teacher-student relationships.

 

 

Contact: Zach Schickert <zschickert@wisc.edu>

MS, Curriculum and Instruction, Secondary Mathematics