Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Antoinette Stroter

Keywords

Open Up Resources, Open Educational Resources, mathematics, curriculum, students’ attitudes, student achievement

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this quantitative predictive correlational design study was to examine how well race/ethnicity and biological sex predict students’ attitudes toward mathematics among middle school students following participation in the Open Up Resources mathematics curriculum. By conducting this study, the researchers filled a gap in the literature by determining whether the use of the Open Up Resources mathematics curriculum, race, and biological sex predicted students' attitudes toward mathematics. Research on the impact of K-12 Open Education Resources curricula on students’ attitudes toward mathematics was lacking. Participants in this study included middle school students in a North Carolina school district. After running a G*Power analysis, a sample of 109 participants was required to support a medium effect size (.15) and a power of .85. The Attitudes Toward Mathematics Inventory-Short Form was used to measure students’ attitudes toward mathematics after participating in the Open Up Resources mathematics curriculum. Data collection was conducted anonymously via the Qualtrics platform. A multiple linear regression analysis indicated that biological sex was a significant predictor of students’ attitudes toward mathematics, whereas race was not. It was recommended that further research examine additional factors, such as classroom climate, prior achievement, and teacher expectations, and their influence on students’ attitudes toward mathematics.

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