Exploring the relationship between teachers’ beliefs on the nature and learning of mathematics and self-efficacy in teaching mathematics at the primary school level

LUMAT International Journal on Math Science and Technology Education, Journal Year: 2025, Volume and Issue: 13(1), P. 3 - 3

Published: Jan. 22, 2025

For more than 30 years, the study of teachers’ beliefs has been crucial to mathematics education field since may significantly influence students’ learning mathematics. This included 127 Estonian in-service primary and secondary school teachers teaching grades three five. We examined their about nature mathematics, confidence in ability teach subject (self-efficacy). Moreover, we aimed explore relationships between these beliefs. also investigated possible differences class regarding teacher work experience. Teachers’ self-efficacy goal setting, motivation, cognitive activation were positively correlated. Self-efficacy on setting had positive effect rules procedures (nature mathematics) teacher-directed (learning mathematics). In addition, results showed a negative relationship No statistically significant was found years Nonetheless, strong correlation discovered type (i.e., or teacher) related activation. These findings draw attention intricate links different offer recommendations for preparation programs further study.

Language: Английский

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Beyond achievement gaps: inequalities in affective components of math learning

Large-scale Assessments in Education, Journal Year: 2025, Volume and Issue: 13(1)

Published: April 21, 2025

Abstract Background Comparative educational research has studied inequality in outcomes through large-scale assessments like PISA and TIMSS, by identifying achievement gaps within social groups (e.g., gender, parental education, immigrant gaps) to inform investment intervention programs policies. However, the focus of these studies mainly been on achievement, neglecting affective adaptation factors confidence, enjoyment, value). This paper argues for inclusion components studying inequalities analyzes using TIMSS 2019 data. Method We investigate immigration status regarding attributed value math learning. For context, are also analyzed accounted with goal confirming previous assess its role gaps. Regression analysis across 39 countries (23 case status) were conducted. Complex sample designs IDB Data Analyzer, sampling weights, Jackknife Replication procedure compute standard errors, pooled effect sizes calculated a random effects model. Results Among key findings, we observe that clear general gap benefitting boys was observed most value. As well-known results concerning reproduced assessed learning, is, students from highly educated parents have tendency be more confident towards math, enjoy learning more. Finally, rather mixed what concerns according status, as trends vary throughout nations. These remained when controlling achievement. At country level, found correlate confidence but not enjoyment or Conclusions Our findings highlight gaps—differences students' math—are distinct often follow unique patterns status. While may gaps, they do align underscoring dimensions cannot fully understood data alone. study sets out contribute holistic view academic it equalities field.

Language: Английский

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The influence of flow experience on mathematical creativity among primary school students in China

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: June 6, 2025

Introduction Mathematical creativity refers to personal ability propose novel and original solutions or ideas in the process of solving mathematical problems. Many studies have confirmed that flow experiences can affect creativity, but few focused on influence mathematics learning creativity. This study explores Chinese primary school students’ experience class their Methods adopted a convergent method mixed research, participants were 273 sixth grade students from public central China. For quantitative this collected data by using Mathematics Flow State Scale Creativity Scale, then conducted descriptive statistics, independent sample t-test, linear regression analysis. qualitative selected six solve two open-ended problems comparative analysis for performance. Results discussion The results research showed could positively predict students. with higher levels exhibited better Finally, discussed, suggestions made how effectively utilize theory cultivate

Language: Английский

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Mathematics motivation in primary education: building blocks that matter

European Journal of Psychology of Education, Journal Year: 2024, Volume and Issue: 39(2), P. 1505 - 1512

Published: April 9, 2024

Abstract In this introduction, we set the stage for a collection of papers from Co-constructing Mathematics Motivation in Primary Education–A Longitudinal Study Six European Countries Project (MATHMot short), an international study aiming to identify factors that shape development motivation mathematics comparative perspective primary education. Students’ motivation, performance, academic emotions, and subject-related identity agency are observed across six countries: Norway, Sweden, Finland, Estonia, Portugal, Serbia. MATHMot builds on belief one main goals teaching should be children’s long-term learning subject, which turn supports students striving exemplary achievement mathematics. This special section attempts observe students’ early grades how different contributions classroom, home or student’s individual characteristics shed light its adjacent concepts like emotions math-related agency.

Language: Английский

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THE MEDIATING EFFECT OF ATTITUDE AND KNOWLEDGE ON TECHNOLOGY ON THE RELATIONSHIP BETWEEN CLASSROOM LEARNING ENVIRONMENT AND STUDY INTEREST IN MATHEMATICS

International Research Journal of Modernization in Engineering Technology and Science, Journal Year: 2024, Volume and Issue: unknown

Published: June 19, 2024

Low interest in mathematics among learners has been a persistent challenge educational settings worldwide.This study determined the mediating effect of attitude and knowledge technology on relationship between classroom learning environment grade 10 students.Employing mediation analysis, utilizing survey 300 participants selected through stratified random sampling, it is concluded that all variables used this were significantly correlated.Furthermore, highlights but partially mediated interest.Thus, Self-Determination Theory (SDT) was affirmed.Fostering dynamic technology-integrated environments to stimulate students' mathematics, nurturing positive attitudes towards technology, conducting research using not covered assert study's findings further, adopting technology-based approach are recommended.

Language: Английский

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