Affect, mathematics, and persistence: Theory into practic

Affective issues have an important relationship to persistence behaviors in the school mathematical environment. The beliefs that students hold about themselves as learners of mathematics can lead them to enroll in mathematics courses throughout high school or cause them to avoid mathematics courses after the minimum requirements for graduation have been met. There are gender-related differences in mathematical affect that favor males, and there are gender-related differences in enrollment patterns in advanced mathematics classes that also favor males. Any strategy for correcting enrollment inequities in the mathematical environment should include attention to affective issues.;This study used an intervention approach to attempt to increase the mathematical persistence behaviors of a population of eighth-grade students at one junior high school. The intervention included a three-day motivational seminar. Mean differences between pre- and posttest data indicated that participation in the seminar resulted in change in a positive direction in student confidence in learning mathematics and in beliefs in the usefulness of mathematics. Examination of naturally occurring data revealed that there were increases in intentions to enroll in advanced mathematics classes. Teacher, sex of student, and level of achievement influenced the degree to which the seminar affected specific groups within the population.;Interview data indicated that information about the relationship between completion of advanced mathematics classes and the availability of future educational and career opportunities impacted the students' intended long-term persistence decisions. The results also revealed that individuals with low mathematical self-concepts can experience high confidence while learning mathematics, but the amount of confidence that is demonstrated is connected to the external conditions that exist within the classroom environment. The data support both the use of seminars to increase student persistence behaviors in mathematics and the need to continue to explore the effects of classroom conditions on the affective states of individuals.