Category: Poster

82 - Trajectory Changers? Teachers’ Influence on Student Motivation in Mathematics

Saturday, Nov 11
12:00 PM – 1:00 PM

“I feel that all educators in mathematics would benefit immensely from gaining a better understanding of the mind of the student… I know that a dedicated math teacher can change the trajectory of any student’s math career.” Comments like this came from high-ability middle and high school students in a recent research study. In this session, researchers share results of students’ ideas about motivation and mathematics and the influence of teachers on their experience. Differences between student groups (gender and acceleration) are included. Implications for teachers and their practices are highlighted, and recommendations for administrators are shared.

Heather Carmody

Park Tudor School
Indianapolis, Indiana

Scott A. Chamberlin

University of Wyoming
Laramie, Wyoming

Scott A. Chamberlin is a professor and the department head for Elementary and Early Childhood Education at the University of Wyoming with a special focus on gifted education and mathematics education. His area of interest is affect and creativity in the context of mathematical problem solving. Much of his research efforts are targeted towards mathematical modeling.

Marcia Gentry

Purdue University
West Lafayette, Indiana

MARCIA GENTRY is the director of the Gifted Education Resource Institute and Professor of Educational Studies at Purdue University. Her research has focused on the use of cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; student perceptions of school; and on non-traditional services, and underserved populations. Marcia developed and studied the Total School Cluster Grouping Model and is engaged in continued research on its effects concerning student achievement and identification and on teacher practices. She has served on the boards of NAGC and the AERA SIG, Research on Giftedness, Creativity, and Talent, actively participates in NAGC, frequently contributes to the gifted education literature, and regularly serves as a speaker and consultant. Prior to her work in higher education she spent 12 years as a teacher and administrator in K-12 settings. She enjoys spending time with family and friends, traveling, running and fitness, gardening, hanging out in the horse barn, collecting contemporary Navajo weavings, spending time at her cabin on Whitefish Bay, and working with her doctoral students.