"SECONDARY STUDENTS’ PERCEPTIONS OF THEIR SENSE OF BELONGING TO MATH" by Emily E. Deal

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Graduation Term

Spring 2025

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Mathematics: Mathematics Education

Committee Chair

Julien Corven

Committee Co-Chair

Craig Cullen

Committee Member

Oscar Chavez

Committee Member

Dawn Berk

Abstract

In this study I examined how ten secondary students enrolled in Algebra 1 conceptualize a Sense of Belonging to Math (SBM). To support students in accessing and articulating their perceptions, I designed and implemented a new Sense of Belonging to Math Interview Protocol (SBMIP), which also includes two new Sense of Belonging to Math Learner Spectrums (SBMLSs) in the study. Results from this study indicated that secondary students conceptualize a SBM with respect to five components: (1) Affect; (2) Engagement; (3) Trust; (4) Perceived Competence; and (5) Social Interaction or Connection. Furthermore, results indicated that students often conceptualize these five components relationally and with respect to thirteen pairs of contrasting themes. Collectively, these five components and thirteen pairs of contrasting themes comprise the Student Perceived SBM Framework developed from an in-depth analysis of study data. Results from this study also suggest that the Algebra 1 SBMLS is strongly aligned with other valid measures of SBM. Future research should continue to implement the SBMIP and Student Perceived SBM Framework with increasingly diverse groups of students to extend results.

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