ERIC Number: EJ1118464
Record Type: Journal
Publication Date: 2013
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2167-8693
EISSN: N/A
Exploring the Role of Social Reasoning and Self-Efficacy in the Mathematics Problem-Solving Performance of Lower- and Higher-Income Children
Butler, Allison G.
Journal of Educational Research and Practice, v3 n1 p93-119 2013
Research documents an income-based achievement gap in mathematics, yet children from lower-income backgrounds do not lag behind their more advantaged peers in high-level social reasoning tasks. The purpose here was to investigate whether modifying mathematics word problems to make them more socially based would impact the mathematics performance and/or mathematics self-efficacy of lower- versus higher-income children. Research questions regarding (1) the relative difficulty of symbolic equations versus word problems, (2) the impact of socially modifying word problems on children's accuracy and self-efficacy, and (3) the relation between children's mathematics performance and mathematics self-efficacy were explored. Participants were 164 5th graders. Children completed a mathematics problem-solving test comprised of multiplication problems representing four different problem formats (two social, two abstract). Three types were word problems, and one was a symbolic (abstract) presentation. The three word problem types were everyday activity (social), social-cognitive (social), and traditional textbook (abstract). Participants also completed a mathematics self-efficacy measure. Children performed better on symbolic problems than on any of three word problem types. The lower-income group performed better on innovative social-cognitive word problems than on decontextualized word problems. Word problem variations did not have an effect for the higher-income group. Overall, mathematics self-efficacy was shown to predict mathematics performance. While problem format is only one aspect of a highly complex instructional system, findings suggest that capitalizing on social-cognitive strengths in mathematics may be valuable for improving the academic achievement of lower-income children.
Descriptors: Socioeconomic Status, Socioeconomic Influences, Problem Solving, Mathematics Skills, Self Efficacy, Equations (Mathematics), Word Problems (Mathematics), Social Influences, Grade 5, Elementary School Students, Mathematics Tests, Multiplication, Symbols (Mathematics), Achievement Gap, Low Income Groups, Public Schools, Standardized Tests, Language Arts, Grade 4, Scores, Academic Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A