Annotated Bibliography for Inquiry Project

Baker, J., & Jones, R. (2023). The impact of self-efficacy on mathematics achievement. Journal of Educational Psychology Research.

- I chose this article because it explores how self-efficacy influences math achievement, which ties perfectly to the psychological and motivational aspects I want to highlight in my review.

Assefa, A., & Sintayehu, M. (2024). Effects of Mathematics Tutoring on Students' Achievement and Self-Efficacy. American Journal of Educational Research, 12(3), 88–97. 

-This study examines the dual impact of tutoring on math performance and self-efficacy, and ties beautifully with the theme in the first article. It also helps understand how math extracurricular activities influence both skill development and confidence in high school students.

Barrow, L., & Guryan, J. (2023). National study finds school high-dosage tutoring can reverse pandemic-era learning loss. University of Chicago News. 

- This news article shows how well-structured tutoring programs offered in a school setting can bridge learning gaps and boost students’ confidence, further supporting the points in the first  two articles.

Loewenberg Ball, D., & Bass, H. (2011). Helping Students Develop a Growth Mindset in Math. Education Research and Perspectives, 38(1), 89-104. 

- This piece connects math teaching practices to fostering a growth mindset.  As we learned in EDCP 441 Math assessment, grit and growth mindset are essential parts of boosting self-efficacy.

Rowe, K. J. (2015). Impact of Out-of-School Math Programs on Academic Growth. Educational Policy Analysis, 42(3), 223-242. 

- This article highlights how extracurricular math programs contribute to academic progress and student confidence.

Spörer, N., & Brunstein, J. C. (2024). High-dosage math tutoring and collaborative learning: Effective strategies to build self-efficacy. ZDM – Mathematics Education. 

- This article combines research on tutoring and collaborative learning, showing how these approaches can strengthen both math skills and self-efficacy.

Smith, A., & Garcia, P. (2022). Rethinking Math Clubs: Equity and Self-Confidence in Secondary Schools. Journal of Educational Development, 57(4), 345-356. 

-This article explores how math clubs affect students' self-confidence, both positively and negatively, which leads to my analysis of the potential negative impacts of extracurricular activities.

Wang, Z., & Eccles, J. S. (2022). Examining motivational beliefs and achievement in math extracurricular activities. Frontiers in Psychology, 13. 

- This study links participation in math extracurriculars to increased motivation and performance, providing a psychological perspective.

Nov.14 Exit slip

Today’s session with Dr. Kathryn Ricketts was truly transformative. Her performance was not just a display of skill but a powerful lesson in vulnerability, connection, and creativity. Watching her interact with such openness and confidence reminded me to be more welcoming to others by breaking out of my own shyness and reserved nature. I’ve always admired people who can share their thoughts and emotions so freely, and Dr. Ricketts does so through her performance, which made me realize that being open is not just a personal gift—it’s an invitation for others to connect and feel seen. Her performance also reminded me of the bravery it takes to teach, to put yourself out there every day, and to embrace the moments that might feel awkward or “cringey.” Instead of fearing these moments, I want to lean into them, knowing they are where human connection often happens.

Thus, I began to ask myself how I can make my students feel like performers rather than passive listeners. When students become active participants, they engage with the subject on a much deeper level. I want my math lessons to feel like a collaborative stage where students are encouraged to take risks, make mistakes, and own their learning experiences. 

During today’s activities, we used tools like popsicle sticks, dice, and cards to brainstorm creative ways to teach concepts. It struck me how these simple tools can spark endless possibilities and how teachers, in a way, are creators of the mind. We craft experiences that inspire students to think differently. The activity reminded me of the importance of creativity and connection in teaching—and how embracing these values can transform the classroom into a space where everyone feels seen, heard, and every idea is shared and built upon.

Nov. 14 Entrance slip

After reading The Butterfly Catcher, I was in awe of the beauty the author was able to convey through such poignant and elegant writing. The themes of preservation and letting go resonated deeply with me, as they speak to a universal struggle—the desire to hold onto what is meaningful while also recognizing the importance of releasing things we cannot control. 

The act of catching butterflies, in my mind, mirrors life’s transience in time and the art of finding beauty in imperfection. It reminded me of my own journey with math learning. For a long time, I believed math was about striving for perfection—solving every problem flawlessly and achieving the highest grades. But as I’ve grown, I’ve come to see math as something much deeper: a process of building on existing knowledge, embracing mistakes, and finding inspiration in the journey itself. Letting go of the pressure to always perform academically as I once did has allowed me to see math not as a rigid structure, but as an evolving, creative exploration.

This realization is something I want to pass on to my future students. Math learning is often a bumpy journey, filled with challenges, setbacks, and also breakthroughs. It’s easy for students to become consumed by the need to get perfect scores or gain approval from parents and peers, but this obsession can stifle creativity and curiosity. If students can let go of this need for perfection and external validation, their minds will be freer to explore math with wonder and enthusiasm. By shifting the focus from outcomes to the process of learning, students can see math as an adventure, where they are encouraged to experiment, make mistakes, and discover new ideas. 

This freedom can lead to a deeper, more fulfilling connection with the subject. Ultimately, I want my students to understand that math, like life, isn’t about holding onto perfection but finding joy and inspiration in the journey of learning.

Nov. 7 Exit slip

Today we had a discussion about our inquiry project topics. Hearing my classmates' thoughts on their projects, I was inspired and am finally starting to compile my ideas about mine together. 

For my inquiry project, I want to explore the potential effects of extracurricular math activities, such as after-school tutoring programs, on students’ self-efficacy, confidence, and long-term academic outcomes. To begin, I would start by browsing scholarly articles and conducting a literature review to gather research on how extracurricular math programs impact students' motivation and academic performance. I would look for studies that examine the psychological effects of external support systems, including both positive impacts (like increased confidence) and potential downsides (such as over-reliance on tutoring). After gathering and reviewing the research, I would compile my findings to identify gaps in the literature that my inquiry project could address. Additionally, I plan to interview teachers at Magee Secondary School during my practicum to gain insight into their perspectives on how the local tutoring culture influences their students’ classroom performance, attitudes toward math, and readiness for university-level math. These interviews will provide practical, real-world context to complement the theoretical findings from the research.

Additional to my main topic, I also want to cover several subtopics to fully understand the issue. For instance, I would explore how participating in after-school math programs affects students' perceptions of their own abilities, particularly those who struggle with math. Another subtopic could examine the impact of these programs on students' independence and problem-solving skills—do they rely on tutoring as the last resort to boost their grades, or does it genuinely build their confidence? Additionally, I would investigate whether students with heavy involvement in tutoring fare better in university math courses or if they struggle with the transition to more self-directed learning. Based on my findings, I may propose changes to how schools collaborate with tutoring centers or offer school-based extracurricular math activities that emphasize self-efficacy and critical thinking. 

Hopefully, my project would provide valuable insight into the broader role of math tutoring in shaping students’ academic and personal growth.

Oct 17 exit slip

Today, our class spent time in the garden using our bodies to measure objects in nature, and it was a surprisingly meaningful experience. 

By using hands, feet, and arms to estimate lengths and distances, I felt connected to a simpler, more intuitive way of understanding the world—this feels similar to me because I did a presentation about how the ancient Egyptians used cubits based on the length of a forearm to build incredible structures like the pyramids. To this date, the human body is still a golden tool for measurement. 

This activity made me think about how we can teach high school students to approach learning creatively, blending history, math, and nature to make lessons hands-on and relevant. Encouraging students to use body measurements can help them see the connections between themselves and the environment, fostering a deeper appreciation for both. 

Having spent almost 2 months in the garden, I felt especially grateful for the beautiful space we have every day—a space that invites learning, reflection, and a connection to something bigger than ourselves.

Oct 10 Exit splip

In today’s debate, we explored the topic of grades and their role in education. One key point was that grades are not standardized, meaning they vary across schools and might not reflect a student’s true learning. We discussed how focusing on building skills, rather than achieving grades, leads to better outcomes and growth. Another important idea was the importance of intrinsic motivation—students are more likely to succeed when they are motivated to learn for the sake of learning, not just to earn a grade. It was also pointed out that grades can sometimes discourage students, especially those who perform poorly, and may limit their creativity and autonomy. Finally, we agreed that grades often fail to capture a student’s actual understanding or progress.

My classmates from the opposing sides also brought up important points. They highlighted ongoing challenges in North American education. Many schools still rely heavily on traditional grading systems, which can sometimes overshadow the importance of learning skills. In a world where innovation and critical thinking are increasingly valued, the focus on grades might slow down students’ development of these essential abilities. Moreover, we proposed that grades can harm students' mental health, creating stress and competition rather than motivation for learning. As schools explore alternative methods, like project-based assessments or portfolios, there’s hope for a shift toward systems that better reflect and support students’ growth. Our discussion today reinforces the need to rethink grading practices and prioritize teaching approaches that inspire lifelong learners.