| Type | Previous Math Experience | n | Pre-test Scores Range/Average | Comments |
|---|---|---|---|---|
| A | Participants who liked math but didn’t succeed in passing courses in K–12 system | 10 | 12% to 100% Average 66 % |
All of these participants were, at the time of the study, enrolled in an upgrading program. Although they talked about memories of working well below grade level in the K–12 system, they enjoyed it. They said such things as “Numbers excited me,” “I loved it,” (got to grade 5) and “I had fun,” (getting the hang of times tables in high school). A couple spoke of a good relationship with a father who helped with math homework. |
| B | Participants who had trouble with math in K–12, but have had a more positive experience in an upgrading program. | 8 | 31% to 92% Average 66% |
Participants in this group were in three different upgrading programs, with at least four different math teachers; they variously spoke of feeling secure or safe with their current teachers, able to ask the teacher questions or get help from classmates. Of their early school experience, they commented on not getting enough help from some teachers, being scared to ask for help, and moving often from school to school. |
| C | Participants who had early success/love of math, but trouble in High School | 4 | 92% to 100% Average 96% |
All of these participants solved their problems with high school math (tutors, taking an extra class) and went on to succeed at university or college math. Perhaps their early experience gave them a solid foundation, and a sense of themselves as able to do math, so that they could imagine themselves successful in high school and so were motivated to figure out a solution to their problem. One attributed her difficulty in high school to changing provinces, another to being placed at too high a level in a competitive atmosphere. |
| D | Participants who always liked math and did well | 3 | 65% to 100% Average 87% |
Two of this group of three finished grade 11 or 12 math. The other didn’t finish high school
but has done lots of construction and building work. They commented, “My teachers helped me understand it.” “ I always found it interesting and enjoyed it. I got pretty good marks.” “ My mind works well with numbers. I’ve always had that.” They were confident and matter-of-fact about their math skills. |
| E | Participants who didn’t like math but passed courses in K–12 | 2 | 81% to 93% Average 87% |
One participant went to grade 11, with above average marks, but said, “I got the math done, with help, but yuck!” The other passed the requisite statistics course at university, but always found math frustrating, and needed to find extra help, such as a peer tutor. “ It’s frustrating to the point that I avoid it. I have a mental block.” Both continued to attend the group until the sessions were over. I wonder if the past experience of finding a way to succeed in spite of the frustration helped them to stick to it in this project, unlike the participants in Group F. |
| F | Participants who hated/feared/were frustrated with math as children, did not pass courses, and still feel the same way about math | 2 | 69% (only one of these participants wrote the pre-test) | In school they memorized but did not understand; one still feels scared of failing in his upgrading class; the other is motivated to participate in order to help her children. One dropped out of the project after attending only one session; the other signed up for a group but did not attend any sessions. |
| G | 29 |