Page 40 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

38
Chapter 2
sensitive to performance feedback and their self-perceptions become more realistic and stable (Dweck, 2002).
Three aspects of math self-belief have been distinguished to date: math self-concept, math self-efficacy, and math anxiety. Math self-concept subsumes beliefs about self-worth associated with mathematical competence. In general, self-concept is less specific than self-efficacy (Bong & Clark, 1999). Math self-efficacy is a judgment of one’s capacity to perform domain-specific tasks— for example — solve word mathematical problems or fact problems and succeed (Bandura, 1997). A child may have a generally positive, math self-concept but hold quite different beliefs about specific mathematics tasks (i.e., negative self-efficacy at times). Math anxiety is a negative emotional response to numbers and/or math-related situations (Suárez-Pellicioni et al., 2016).
Positive correlations have generally been found between math self- concept and mathematics achievement (McWilliams et al., 2013; Möller et al., 2009). Viljaranta et al. (2014) did not, however, find math self- concept to predict subsequent mathematics achievement. Timmerman et al. (2017) found positive correlations between math self-concept and both arithmetic fluency and mathematical problem-solving in adolescents. Previous experiences with mathematical problem-solving can obviously contribute to math self-concept (Elbaum & Vaughn, 2001), while math self-concept can conversely influence mathematical performance (Marsh et al., 2005). By grade 4, reciprocal associations have indeed been found with children’s self-concept significantly influencing their mathematics achievement and vice versa (Weidinger et al., 2018).
Children’s experience with mathematical tasks in the past has been shown to be most influential for math self-efficacy (Usher & Pajares, 2008, 2009). In addition, the receipt of efficacy-related information including positive social messages about mathematical performance and evaluative feedback from teachers but also experienced emotional states and physiological reactions have been shown to significantly influence math self-efficacy (Bandura, 1997; Joët et al., 2011). Furthermore, Pietsch et al. (2003) have shown math self-efficacy to correlate more strongly with mathematics achievement than math self-