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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.
Access Type
Dissertation-ISU Access Only
Recommended Citation
Deal, Emily E., "SECONDARY STUDENTS’ PERCEPTIONS OF THEIR SENSE OF BELONGING TO MATH" (2025). Theses and Dissertations. 2118.
https://ir.library.illinoisstate.edu/etd/2118