“More Courage to Do More Problems”: How Do Students Feel Supported, Valued, and Efficacious in the Classroom? (Poster 33)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

Students' perceptions about their instruction are often missing in many conversations regarding best practices for mathematics teaching. As such, the purpose of this study is to determine how middle school students feel valued, supported, and efficacious in the mathematics classroom, using student focus groups and surveys. Preliminary thematic analysis of student focus groups indicate that students report feeling efficacious in the classroom when their teachers use specific instructional/pedagogical approaches, and when they perceive interpersonal support from their teacher. We suggest that using student voice is a crucial, and often missing, component of discussion around pedagogy and student success.

Authors

• Lauren M Strickland, University of Delaware

• Amanda Lauren Pickett, University of Delaware

• Busra Sumeyye Kurutas, University of Delaware

• Ethan P. Smith, Washington State University - Tri-Cities

• Laura M. Desimone, University of Delaware