MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION
Keywords:
Mathematics education, motivation to learn, Mathematics self-efficacy, Pedagogy courseAbstract
Teachers' beliefs about their own ability to learn mathematics can influence how they
relate to this subject, affecting both their learning and that of their students. However, the relationship
that many future teachers of the early years, students of Pedagogy, establish with mathematics is not the most positive. In the present article, we analyze possible relationships between the mathematics selfefficacy of a group of Pedagogy graduates and their motivation to learn Mathematics. The study was
based on the notions of motivation to learn and self-efficacy of the Cognitive Social Theory. The
methodology, with a qualitative approach, involved an intervention research involving eight
undergraduate students in Pedagogy at a public university of Minas Gerais (Brazil). The data were
produced by observing two Mathematics classes of the course during two semesters, as well as in meetings
of a study group including the principal researcher and the eight undergraduate students; records
produced by the study participants and a questionnaire answered by them. The results show the influence
of this research to the strengthening of self-efficacy beliefs associated mainly with the increased frequency
of successful experiences, as well as the development of a more favorable relationship for learning
mathematics. In addition, there is strong evidence of increased motivation to learn mathematics.
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