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Contours of self-efficacy across nested mathematical domains: A case of a Singapore student with a history of low performance in mathematics
Citation
Leong, Y. H. (2021). Contours of self-efficacy across nested mathematical domains: A case of a Singapore student with a history of low performance in mathematics. Mathematics Education Research Journal, 35, 171–192. https://doi.org/10.1007/s13394-021-00394-7
Abstract
Self-efficacy is a subject of ongoing intense research in cognitive psychology. Studies within this tradition are focused on how this agentic aspect of human functioning fits within and contributes to a network of other sociocognitive functionalities. From a mathematics education perspective, we seek a theoretical re-framing of self-efficacy that accounts for and advances thinking in students’ (lack of) learning of mathematics in the classroom. This study takes this perspective by starting with a student’s actual experiences in switches of self-efficacy states. Through a case study of a student who has a profile that matches one with low mathematics self-efficacy, I examine the contours of self-efficacy across nested mathematical domains. This nuanced view provides an alternative to static presumptions of self-efficacy models common in research reports in this area, and is in keeping with the dynamic ebb and flow of actual classroom experiences.
Date Issued
2021
Publisher
Springer Nature
Journal
Mathematics Education Research Journal
Project
OER 31/15 BK
Funding Agency
Ministry of Education, Singapore