Abstract

of

NARRATIVE IN THE MATHEMATICS CLASSROOM: THE EFFECT ON GIRLS’ MATHEMATICS INTEREST AND CAREER INTEREST

by

Melissa E Bryden

Statement of Problem

This study was conducted to establish the effectiveness of utilizing a narrative approach in an advanced mathematics course. This study addressed the following questions, “To what extent does the narrative curriculum affect female’s mathematics interest level, career interest level, and their mathematics self-efficacy? Also, how will students respond to the use of narrative curriculum in an advanced mathematics course?” The purpose of this study was to establish narrative curriculum as an educational tool that can help female students connect to mathematics, and maximize their opportunity to pursue math-related careers.

Sources of Data

The data analyzed were student responses to a survey conducted in three sections of a high school Algebra 2 course. Two of the class sections were exposed to the narrative curriculum while a third section was not. The survey was conducted as a pretest and a posttest to both groups. The survey was designed to measure student responses to the use of narrative in an advanced mathematics course. Open-ended questions were included in the posttest to better understand any changes in student perceptions of narrative curriculum, especially for female students.

Conclusions Reached

Results of this study demonstrated that narrative curriculum does influence students’ career and college major interests. Findings also indicated that narrative curriculum had greater influence on female students’ mathematics interest than on male students’ mathematics interests. Female students’ interest in mathematics increased following exposure to narrative curriculum in an advanced mathematics course.