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ERIC Number: ED578846
Record Type: Non-Journal
Publication Date: 2008
Pages: 254
Abstractor: As Provided
ISBN: 978-0-3551-4787-2
ISSN: EISSN-
Student Perceptions of the Development of Mathematical Self-Efficacy in the Context of the Instructional Setting and Problem Solving Activities
Salon, Christine M.
ProQuest LLC, Ed.D. Dissertation, Western Connecticut State University
This multi-case qualitative study, conducted in two elementary schools, observed the self-efficacy experiences of 67 5th grade mathematics students in daily lessons. Four classrooms were observed a total of 40 times for 30 minutes each. Two classrooms each used traditional instructional materials and standards-based instructional materials. Problem solving activity, interviews, a self-efficacy survey, and analysis of student work samples and teacher instruction materials were used to confirm information gathered through observation. Analysis of information sources resulted in the development of four major constructs: social learning, feedback, modeling, and strategy use. Both groups experienced each construct however, students in standards-based classrooms were exposed to higher levels of each. Recommendations for future research include the following: similar research with a more diverse socio-economic sample, research committed to detecting the background forces which promoted the site differences in social learning readiness, and inquiry into problem solving. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A