Page 17 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews
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Within the context of the present research, self-concept refers to the child’s perceived mathematics competence and thus the extent to which their judgements of their own mathematics achievement match the standards they set for themselves (Arens et al., 2020; Wolff et al., 2018). Self-efficacy as conceptualized by Bandura (1997) is the child’s belief in their capacity to successfully perform (in this dissertation mathematical tasks). Children with high self-efficacy beliefs are more likely than others to think of difficult tasks as challenges; have a strong commitment to their learning goals; and be willing to try out new strategies. Children with low self-efficacy beliefs do not think that they can overcome obstacles and handle threats, which leads them to avoid difficult tasks (Bandura, 1993; Op’t Eynde et al., 2006). In previous research, clear associations have been found between children’s math self-efficacy and mathematics achievement — especially their mathematical problem-solving (Pajares & Kranzler, 1995; Op’t Eynde et al., 2006).
An emotional factor that has been found to negatively influence children’s mathematical development is so-called math anxiety or a negative emotional reaction to mathematics (Suárez-Pellicioni et al., 2016). In several studies, for example, avoidance of math-related situations and suppression of cognitive processing by the experienced anxiety have been documented and thus found to contribute to a vicious negative spiral for mathematics achievement (Ashcraft, 2002; Maloney & Beilock, 2012).
Conversely in previous research, positive associations have been found between prior math self-concept and later math self-efficacy (Arens et al., 2020; Pajares & Miller, 1994). That is, children appear to base their math-specific judgements and thus self-efficacy on their previously formed and somewhat more general math self-concept. Good mathematics achievement is positively related to math self- concept and math self-efficacy and negatively to math anxiety (Marsh et al., 2005; Weidinger et al., 2018).
Teacher predictors of mathematical development
The teaching of mathematics involves longer-term learning processes. Teachers contribute to children’s mathematical development with the
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General introduction
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