Mathematical confidence affects student engagement

New research from Luleå University of Technology shows how high school students' self-perception in mathematics affects their motivation and engagement in the classroom. Erik Bergqvist, has in his thesis investigated students' perceptions of their mathematical abilities and how these affect their engagement in the subject.

The research focuses on the concept of "mathematical self-confidence," which refers to how students assess their own ability to succeed in mathematics. The study makes an important distinction between general self-confidence and future-oriented self-confidence. General self-confidence involves feeling generally capable in mathematics, while future-oriented self-confidence relates to believing in one's ability to understand and master upcoming course material.

The results show that future-oriented self-confidence plays a significant role in students' engagement. Those who believe they will grasp future mathematical concepts are more likely to participate actively in lessons and take on challenges, which enhances their learning.

“Students with strong future-oriented confidence in mathematics are more likely to ask questions, participate actively in the classroom and continue working even when they encounter difficult problems,” says Erik Bergqvist.

The importance of teaching methods

In his thesis, Bergqvist also emphasizes the importance of supportive and responsive teaching and autonomy-promoting learning environments. The study shows that students' fear of saying the wrong thing differs between female and male students' answers, and that this fear in turn reduces their commitment to asking questions in the classroom that advance their own and other students' learning. Autonomy-enhancing mathematics teaching is a responsive learning environment where 'wrong answers' are seen as a natural part of the learning process, which strengthens students' mathematical confidence and increases their motivation.

“The teacher's ability to create an environment where students feel safe to explore and make mistakes is crucial for their long-term engagement and success in mathematics,” says Erik Bergqvist.

Methodological challenges

The thesis identifies challenges around how best to measure different forms of mathematics-related self-perceptions, as these concepts often overlap. It suggests improved methods by, among other things, more clearly taking into account the teaching context in analyzing these factors and thereby increasing the understanding of how students' self-perceptions affect their engagement in the classroom.

The research findings are expected to contribute to a deeper understanding of how mathematics teaching can be designed to enhance students' confidence, improve their performance and promote long-term interest in the subject.

• Read the thesis: Navigating Methodological Challenges: A Quantitative Exploration of Students' Mathematics Self-Beliefs External link, opens in new window.
• Read more about the research subject Mathematics and Science Education