Date of Award

Spring 5-12-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Education (PhD)

Department

Education

First Advisor/Committee Member

Dr. Nyaradzo Mvududu, EdD

Second Advisor/Committee Member

Dr. Nalline Baliram, PhD

Third Advisor/Committee Member

Dr. David Wicks, EdD

Keywords

Visual mathematics, college mathematics, higher education, mixed-methods study, self-efficacy, attitudes

Abstract

Despite being well-documented methods for supporting deeper understanding of complex mathematical concepts, visual mathematics remains underutilized in undergraduate higher education, where traditional equation-driven and memorization-focused approaches dominate instruction. Using data collected from pre- and post-intervention surveys and written reflections from 24 participants, the purpose of this mixed-methods study was to examine how implementing visual representations into a college algebra course influenced students’ mathematical self-efficacy, confidence, perceived understanding of the material, and attitudes toward mathematics. Findings revealed that students who experienced the visual mathematics intervention reported notable improvements in their sense of preparedness, confidence in performing mathematics both numerically and visually, and their ability to understand the course content. Many also described positive changes in their beliefs about their mathematical abilities and in their overall attitudes toward learning mathematics. While these gains were not consistently captured through inferential statistical analysis, descriptive and qualitative evidence suggests the intervention contributed to meaningful growth in self-efficacy and perceptions of learning. The implications of this study extend beyond performance outcomes, highlighting the importance of designing college mathematics curricula that foster positive attitudes, reduce anxiety, and build confidence. Such strategies may help remove barriers to persistence and open greater access to mathematics-dependent majors and career opportunities for students who might otherwise be deterred by negative prior experiences with mathematics.

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