1. Findings from Cardinal Ambrozic Grade Nine Math Survey
Brandy Doan, Researcher
Cardinal Ambrozic Math Team

2. Demographics & Math Beliefs
279 Students answered the survey: 51 Students in Applied Math, 225 Students in Academic Math; 136 Females; 134 Males
Questions on Liking Math or Perception of Being Good At Math. These questions were designed for student self-assessment and to be able to see if their self-perceptions move at all by the end of grade nine math. (out of 10, where 1 = Not like me at all, to 10 = Very much like me)
I like math (7.24)
I am good at math (7.27)
Question around self-efficacy, and beliefs about mathematics (Out of 5, where 5 = Strongly Agree to 1 = Strongly Disagree)
I believe that anyone can learn math (4.33)
I believe that anyone can learn math if they have the right tutor or teacher (4.26)
I believe that some people are just good at math (3.96)
I believe that some people are better at arts/english/humanities (4.25)
I believe that math is too hard (reverse coded: lower scores are better (2.54)
I do not see the connection between math class and the real world (reverse coded (2.07)
The math I learned in elementary school was useful (4.09)
When I get a difficult math problem correct, I am surprised (3.46)
I have never liked math, and never will (1.96)
Math can be fun (4.04)

3. Questions on Learning Preferences
Scale for the following learning preferences is on a 10 point scale (1 = Not Like Me at All, to 10 = Very Much Like Me)
I like investigating and exploring math concepts rather than just being given a key concept (5.97)
I learn math best when I am working by myself (5.72)
I learn math best when I am working in a small group (6.29)
I learn best by listening to explanations and following teacher examples (7.99)
I learn math best by using concrete materials such as manipulatives (e.g., algebra tiles, linking cubes, 3D shapes etc) (4.99) Only 5 students stated that they had never used manipulatives.
I find technology very useful when learning math, or working on my math problems (i.e., computers, iPads, tablets, graphing calculators, Internet) (6.58)

4. Differences Between Genders
There were NO significant differences in males and females in:
Believing that they are good in math
Believing that anyone can learn math
Believing that anyone can learn math if you have the right tutor or teacher
Believing that some people are just good at math
Believing that the math learned in elementary school was useful
Believing that when they get a difficult math problem correct and being surprised (self-efficacy)
Believing that math can be fun
Believing that they have been successful in math in the past

5. Differences Between Genders
There were significant differences in males and females in…
Liking Math (males like math more)
Believing that some people are better at arts/english/humanities (females believe this more)
There was one difference approaching a trend (not significant, but worth noting); that males rated themselves as being good at math (consistent with EQAO question)
Females liked working in small groups more than males.
Males use technology with math more.
There was another trend approaching significance where males preferred exploring math concepts more than females.

6. Why is gender analysis important?
To confirm or explore any beliefs we may have about gender. Null findings are important to isolate because statistics can confirm common assumptions about gender, or it informs us further if there is a relationship between gender roles, learning and mathematics.
Conclusion on gender: Females are naturally more social, and therefore are more likely to prefer working in smaller groups, whereas for males, this model may not be as effective. We have some work to do on eliminating the difference between liking math and engaging female students in using technology for courses such as math which we have found can be helpful.

7. Differences in Attitudes and Beliefs between Academic and Applied Students
There are important differences between the two Math course streams.
First, null findings: No difference in believing anyone can learn math; learning if they have the right tutor/teacher; believing that the math they learned in elementary school was useful, or believing that math can be fun.
Assumptions underlying the belief that anyone can learn math means the students in applied believe math is important, and may still have hope that they can learn it, and learn to enjoy it.

8. Differences in Attitudes and Beliefs between Academic and Applied Students
Students in Academic classes liked math more, believed they were good at math and were more successful with math in the past.
Students in Applied math believed that math was hard, do not see the connection between math and the real world, and are surprised when they get a difficult math problem correct.
Students in Applied have never liked math, and do not believe they ever will.

9. Differences in Attitudes and Beliefs between Academic and Applied Students
Students in Academic math prefer to explore math concepts more, and prefer to work alone.
There were no significant differences in learning while listening to teacher explanations or examples, working in small groups, using manipulatives, or using technology.

10. Knowing the Learner What do these findings tell us?
It is not the nature of the pedagogy in the classroom that is differentiating our students, but the psychology of self-efficacy, experience in success, and confidence of the students in the applied stream.
Recommendation: Students in Applied Math can benefit greatly from experiencing consistent successes in order to increase self-efficacy; finding connections to the real world to relate to, and needing to understand the concepts in order to have fun exploring it.

11. Qualitative Findings Question 1. Why are you good/not good at math?
Students stated that they were good at math mainly due to understanding the material, it came naturally to them, and they were good at it because they liked math. Next, students who talked about having excellent learning skills were the reason they were good at math (e.g., responsible with homework, staying on task, keeping organized, initiative, asking for help, paying attention in class). Many students stated they were only good in math depending on the unit. Many were clearly stated they were good at procedures, following formulas, but were challenged by problem-solving.

12. Qualitative Findings…
Question 2. If you could design the Ultimate Math Class, what would that look like? What would you do differently if you were the teacher/designer?
Overwhelmingly, many students asked for more opportunities for technology in math class - specifically access to a computer, tablet, smartphone or smart board. Many felt that an ultimate math class would differentiate teaching styles to match learning styles; for example, group learners according to whether they were auditory, visual or kinaesthetic learners. Many students asked for math to be more fun, more interactive, and definitely see more connections to the real world (applications). Last, students felt that a responsive classroom design would be helpful. Letting them choose their math partners, sitting alone, or in small groups, working with technology, or with the teacher as part of a volitional classroom.