Opportunities to Develop Student’s Math-Related Agency in Primary Education: The Role of Teacher Beliefs

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Identity, Agency, and Social Justice in Mathematics Education (Table 7)

Abstract

The aim of the current paper is to explore how different math teacher beliefs (concerning static and dynamic views on the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analysed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N=1557) and their teachers (N=121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed.

Authors

• Äli Leijen, University of Tartu

• Aleksandar Baucal, University of Belgrade

• Krista Uibu, University of Tartu

• Kristi Pikk, University of Tartu

• Maarja Sõrmus, University of Tartu

• Liisi Pajula, University of Tartu