Theses and Dissertations

Date of Award


Document Type


Degree Name

Master of Science (MS)



First Advisor

Kaitlyn Serbin

Second Advisor

Hyung Kim

Third Advisor

Jenq-Jong Tsay


Reformations to developmental mathematics aim to remove barriers for students entering higher education. Challenges like costly multi-course sequences and high failure rates prohibit students’ access to college-level math courses and prevent degree or certification completion. Understanding factors that foster student success is critical to increase student success. This study focuses on studentsattitudes towards mathematics, utilizing the novice-expert continuum through Code et al.’s Mathematical Attitude and Perceptions Survey (MAPS) instrument. Student expertise scores, including all MAPS dimensions and specific dimension scores, were assigned. Kruskal-Wallis Rank-Sum tests identified differences in student populations by course and attitude dimension. Wilcoxon Rank-Sum tests pinpointed specific course differences. Supplemental survey responses and student interviews, analyzed qualitatively through thematic analysis, highlighted factors like positive attitude, self-confidence, and motivation. Students also emphasized course aspects contributing to various attitude dimensions, such as real-world applications.


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Included in

Mathematics Commons