Math circle participants reported positive mathematics attitudes, with most respondents indicating mathematics was important, interesting, liked, and that they felt confident solving problems¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? In an end-of-semester survey, most respondents indicated mathematics was important (9 of 10), liked math (9 of 10), and felt confident in their ability to solve mathematics problems (6 of 9). → Eugene Kennedy & Lawrence Smolinsky 2016

Evidence¶

Eugene Kennedy & Lawrence Smolinsky 2016¶

Eugene Kennedy & Lawrence Smolinsky (2016). Math Circles: A Tool for Promoting Engagement among Middle School Minority Males. Eurasia Journal of Mathematics, Science & Technology Education, 12(4), 717-732. https://doi.org/10.12973/eurasia.2016.1223a

q2 · i? · qualitative · r2

End-of-semester survey administered during the last month of circle meetings to case study participants; only 10 of the 24 participants completed it. Responses were descriptive counts, with "9 of 10" agreeing mathematics was important and "6 of 9" reporting confidence.

"Most respondents (9 of 10) indicated that they thought mathematics was important [Item 1], were interested in mathematics [Ite m 8; 5 of 8], liked mathematics [Item 2; 9 of 10] and had confidence in their ability to solve mathematics problems [Item 3; 6 of 9]."

Discussion¶

Learner Variables¶

Academic Self-Concept — outcome: instruction changes it
Interest — outcome: instruction changes it
Self-Efficacy — outcome: instruction changes it

Cignition group tutoring produced slightly higher math confidence and enjoyment than control in an RCT — related
Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations — a broader claim this one bears on
Cognitive apprenticeship students became more anxious about mathematics but reported gains in self-confidence, rapport, and enjoyment — related
Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
Most surveyed participants reported they had not enjoyed mathematics classes in the past — related
Students who like writing report the highest writing self-efficacy across all studies examining writing attitude — related
Competition was a constant source of enjoyment for math circle participants, with evaluation focused on the task rather than the individual — related

Page metadata

Field	Value
`type`	`claim`
`id`	`math-circle-positive-attitude-survey`
`title`	`Math circle participants reported positive mathematics attitudes, with most respondents indicating mathematics was important, interesting, liked, and that they felt confident solving problems`
`description`	`Math circle participants reported positive mathematics attitudes, with most respondents indicating mathematics was important, interesting, liked, and that they felt confident solving problems`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2016`
`source_checked`	`2026-10-17`
`generated`	by `process:wiki-ingest` on `2026-10-17`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `eugene-kennedy-lawrence-smolinsky-2016`

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