The Relationship Between Math Competence Beliefs and Math Ability Scores in the Early Primary Years

• In Event: Motivation and Learning in STEM

Abstract

Competence perceptions influence academic functioning by shaping students’ problem solving behavior, strategies, and persistence. This mixed methods study investigates the relationship between early mathematical competence-beliefs and observed mathematical competence across the K-3 years. Mathematics-related competence beliefs were correlated with observed mathematical competence in 1700 students (51% male) in two urban districts across grades K-3. Competence beliefs tended to be stable from fall to spring and were more strongly associated with observed performance in older children. Qualitative interviews were conducted with students (N = 80; 50% male) to understand the contents of mathematics-related beliefs. Quantitative and qualitative findings fortify a discussion of how the contents of early beliefs reveal how children form identities as learners and producers of mathematics.

Authors

• Traci Shizu Kutaka, University of Nebraska - Lincoln

• Carolyn Pope Edwards, University of Nebraska - Lincoln

• Wendy M. Smith, University of Nebraska - Lincoln