Honors Program Theses

Award/Availability

Open Access Honors Program Thesis

First Advisor

Elizabeth Hughes, Honors Thesis Advisor, Mathematics

Keywords

Mathematics--Study and teaching (Middle school); Track systems (Education); Self-efficacy;

Abstract

This study investigated the effects of tracking in math classes on students’ growth mindset in math. A survey was given to students to evaluate their growth mindset in a quantitative way. Students in the 6th, 7th and 8th grade were surveyed. The 6th grade students had not been officially tracked, the 7th grade students were in their first year of tracking, and the 8th grade students had been tracked for over a year. A one-way analysis of variance was performed and showed a statistically significant difference between the growth mindset scores of the students by grade level. A Student’s T-Test was performed and found that students in the 8th grade had statistically significant lower growth mindset scores when compared to students in the 6th grade. These results indicate that tracking could be negatively influencing students’ growth mindsets and shows that further research into the effect of tracking on students’ mathematical mindsets should be performed.

Year of Submission

2019

Department

Department of Mathematics

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Date Original

5-2019

Object Description

1 PDF file (24 pages)

Language

en

File Format

application/pdf

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