ERIC Number: EJ1081782
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Transformative Learning: Personal Empowerment in Learning Mathematics
Hassi, Marja-Liisa; Laursen, Sandra L.
Journal of Transformative Education, v13 n4 p316-340 Oct 2015
This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal empowerment is considered in three forms: self-empowerment, cognitive empowerment, and social empowerment. We report results from semi-structured interviews with undergraduate students who participated in college mathematics classes that implemented inquiry-based learning at four research universities. The findings support the idea that learning mathematics in classroom situations that use student activity, deep engagement, and collaboration can be strongly transformative for individual students. Not only do these courses enhance students' thinking and problem-solving skills but they also significantly promote self-perceptions, agency and self-regulatory activity, and social skills. Positive elements of these classroom practices for students' personal empowerment and transformative learning are discussed.
Descriptors: Transformative Learning, Student Empowerment, Mathematics Education, Semi Structured Interviews, Undergraduate Students, Inquiry, Thinking Skills, Problem Solving, Self Concept, Student Attitudes, Self Management, Interpersonal Competence, Interpersonal Communication, Communication Skills, Mixed Methods Research
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A