Download or read book Attending to the Affective Domain: Mathematics in a Suburban Community College written by Jeremy Jason Talaoc and published by . This book was released on 2019 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: To remain competitive in a global economy, it is imperative that institutions of higher education provide pathways to degree attainment (De Los Santos Jr. & De Los Santos, 2006). Despite this need, traditional approaches to developmental mathematics have become a roadblock to transfer-level mathematics classes and degree attainment. This study explored the impact of a developmental non-STEM course with embedded affective domain interventions (ADIs) on community college students. Using the mathematical resilience framework developed by Kooken et al. (2016), relationships among mathematical anxiety, mathematical resilience, and mathematical performance were investigated. The impact of ADIs on mathematical anxiety and mathematical resilience were also carefully analyzed.These goals were addressed using a mixed-methods study. A total of 134 students from seven sections of Pre-Statistics with embedded ADIs completed the initial pre-survey. Subsequently, 12 students from these classes were selected for a follow-up interview. The pre-survey data revealed statistically significant correlations among mathematical anxiety, mathematical resilience, and mathematical performance. That is, mathematical anxiety had a negative linear association with both mathematical resilience and mathematical performance. In contrast, mathematical resilience and mathematical performance were positively correlated. Additionally, the post-survey data found that there were significant gains in mathematical resilience levels and significant reductions in mathematical anxiety levels. Furthermore, student interviews and faculty observations were used to validate quantitative findings as well as provide a more profound understanding. Limitations of the study are discussed, and recommendations for future research, instructional programs, and policy were explored.