SelfEfficacy and Attainment in Mathematics Aims The focus

Self-Efficacy and Attainment in Mathematics Aims The focus of my inquiry project was to develop an intervention project that would positively impact on the self-efficacy and attainment of pupils in mathematics. This focus came from a ‘gut-feeling’ and reconnaissance data showing that pupils suffered from a lack of self-belief in mathematics and that this was impacting negatively on what they were achieving. Over the course of the project, therefore, I hoped to see raised levels of self-efficacy and this impacting positively on attainment levels as a result of a cross-curricular teaching approach. Research Question Can a cross-curricular project, using numeracy skills in a meaningful context, impact on the attainment and self-efficacy of pupils in mathematics? Findings • Focus group showed that most children’s self-efficacy within mathematics had improved. • Fluctuation of self-efficacy levels during the project. • Two children continued to display and rate themselves as having low levels of self-efficacy at the end of the project, but at times displayed traits of good self-efficacy during intervention sessions. • Teacher assessments and Alfie test data showed improvement, though difficult to analyse how much of this was based on the intervention itself. • National Test scores showed little to no improvement for most pupils. • Findings suggested a relationship between self-efficacy and attainment, concurrent with literature. Key Literature • Bandura (1977) defines self-efficacy as referring to an individual’s belief in his or her capacity to implement behaviours necessary to produce specific performance attainments. • Those with low levels of self-efficacy will, therefore, believe they are unable to successfully complete many tasks due to their perceived sense of inability. • Research has shown that the most ‘powerful tool’ in improving self-efficacy is through mastery experiences (Bandura, Reese and Adams, 1982). • Research has suggested that cross-curricular, ‘authentic’ learning scenarios have more meaning for pupils and, consequently, more deeply embed mathematics skills (Boaler, 2012). Inquiry Design • Focus group 7 children (5 girls, 2 boys) who displayed low levels of selfefficacy in mathematics. • Methods A range of qualitative and quantitative methods: questionnaires; semi-structured interviews; observations; and statistical data. • Intervention The children took part in a cross-curricular numeracy project. In music the children were grouped into bands and created their own rap songs with lyrics and soundtracks. To embed and develop numeracy skills, the children were required to manage their band’s finances on a tour. The children completed various tasks, including calculating ticket sales (using percentages, division and multiplication) and creating a bank account for their band (using Excel, adding and subtracting for a balance, correctly placing amounts into columns, e. g. paid in. ). The intervention took place over 4 weeks, with a total of 6 numeracy and 6 music sessions. Impact • Project disseminated to Professional Learning Community at training day. • School to take on cross-curricular numeracy projects based around the arts. • Teacher-leadership skills of author given further opportunity to develop, such as delegation and supervision qualities. • Findings and experience form foundations for future inquiries into self-efficacy. References Bandura, A. 1977. Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review. 84(2), pp. 191 -215. Bandura, A. , Reese, L. and Adams, N. E. 1982. Microanalysis of action and fear arousal as a function of differential levels of perceived self-efficacy. Journal of Personality and Social Psychology. 43(1), pp. 5 -21. Boaler, J. 2012. From psychological imprisonment to intellectual freedom – the different roles that school mathematics can take in students' lives. Proceedings of the 12 th International Congress on Mathematics Education. ©Ruth Cornelius January 2017 C 0904373_SIT 808_English