Mathematics, student teacher, efficacy, design research
Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter
Belief in one’s ability to enact change is pivotal to motivation, and thus behaviour (Bandura, 1993). Mathematics teaching efficacy beliefs encompass the extent to which a teacher believes that his/her teaching is capable of bringing about change in the mathematical understanding of his/her pupils, and the extent to which teaching in general supports the learning of mathematics for all children. Bandura (1993) posits that teachers with a low sense of efficacy are less inclined to support children in responding constructively to challenge and may thus undermine children’s sense of self efficacy in relation to mathematics.