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Using a values-based approach to promote self-efficacy in mathematics education. (English)
Paditz, Ludwig (ed.) et al., Proceedings of the 11th international conference of The Mathematics Education into the 21st Century Project ‒ MEC 21: On turning dreams into reality. Transformations and paradigm shifts in mathematics education, Grahamstown, South Africa, September 11‒17, 2011. Grahamstown: The Mathematics Education into the 21st Century Project ‒ MEC 21 (ISBN 83-919465-0-9/pbk). 22-27 (2011).
Summary: This study examines the effects of a values-based approach to teaching mathematics on promoting self-efficacy amongst university mathematics education students $(n=130)$ registered for a BEd degree course at the Nelson Mandela Metropolitan University. Data were generated using students’ written reflections (disposition statements), interviews, student journals, and observation of classroom practice video-clips. These data were analysed and triangulated to provide insights into aspects of the ‘social reality’ in terms of the moral values that participants brought to their mathematics education classes, how they perceived their experience of making explicit moral values in mathematics education classes, and whether these experiences influenced their mathematics self-efficacy. The data suggest that the strategy raised self-efficacy levels and that the participating students recognized the importance of their lecturer practicing core values in her classes, and that they also recognized the importance for themselves as future teachers.
Classification: B50
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