The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset
IntroductionMathematics education development is an urgent topic, with an emphasis on increasing students’ motivation to learn mathematics.MethodsThis study aimed to investigate the impacts of teachers’ mathematical mindset, task values, and instructional practices on students’ mathematical mindset,...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1480277/full |
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| author | Araya Piyakun Songsak Phusee-Orn |
| author_facet | Araya Piyakun Songsak Phusee-Orn |
| author_sort | Araya Piyakun |
| collection | DOAJ |
| description | IntroductionMathematics education development is an urgent topic, with an emphasis on increasing students’ motivation to learn mathematics.MethodsThis study aimed to investigate the impacts of teachers’ mathematical mindset, task values, and instructional practices on students’ mathematical mindset, using students’ perceived instructional practices as a mediator. The participants consisted of 96 teachers and 936 secondary school students. The research instruments included a mathematical mindset scale for teachers and students, a task value scale for teachers, an instructional practice scale for teachers, and a perceived instructional practice scale for students. The statistics for analyzing data included mean, standard deviation, and Structural Equation Modeling (SEM).ResultsThe finding revealed that, from most to least, the variables that mutually influenced students’ mathematical growth mindset were students’ perceived instructional practices, teachers’ instructional practices, teachers’ values, and teachers’ mathematical growth mindset.DiscussionThe study’s findings can serve as a framework for developing teachers, who are essential to mathematics education and enhancing secondary school students’ motivation for mathematical learning. |
| format | Article |
| id | doaj-art-dcffbfb0b6ff489489138b933117cfbe |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-dcffbfb0b6ff489489138b933117cfbe2025-01-31T11:00:13ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-011010.3389/feduc.2025.14802771480277The roles of teachers’ beliefs and instructional practices in students’ mathematical mindsetAraya Piyakun0Songsak Phusee-Orn1Department of Educational Psychology and Guidance, Faculty of Education, Mahasarakham University, Muang, Mahasarakham, ThailandDepartment of Educational Research and Development, Faculty of Education, Mahasarakham University, Muang, Mahasarakham, ThailandIntroductionMathematics education development is an urgent topic, with an emphasis on increasing students’ motivation to learn mathematics.MethodsThis study aimed to investigate the impacts of teachers’ mathematical mindset, task values, and instructional practices on students’ mathematical mindset, using students’ perceived instructional practices as a mediator. The participants consisted of 96 teachers and 936 secondary school students. The research instruments included a mathematical mindset scale for teachers and students, a task value scale for teachers, an instructional practice scale for teachers, and a perceived instructional practice scale for students. The statistics for analyzing data included mean, standard deviation, and Structural Equation Modeling (SEM).ResultsThe finding revealed that, from most to least, the variables that mutually influenced students’ mathematical growth mindset were students’ perceived instructional practices, teachers’ instructional practices, teachers’ values, and teachers’ mathematical growth mindset.DiscussionThe study’s findings can serve as a framework for developing teachers, who are essential to mathematics education and enhancing secondary school students’ motivation for mathematical learning.https://www.frontiersin.org/articles/10.3389/feduc.2025.1480277/fullmathematical mindsetattainment valueintrinsic valueutility valuecost valuemastery-oriented achievement goal |
| spellingShingle | Araya Piyakun Songsak Phusee-Orn The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset Frontiers in Education mathematical mindset attainment value intrinsic value utility value cost value mastery-oriented achievement goal |
| title | The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset |
| title_full | The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset |
| title_fullStr | The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset |
| title_full_unstemmed | The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset |
| title_short | The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset |
| title_sort | roles of teachers beliefs and instructional practices in students mathematical mindset |
| topic | mathematical mindset attainment value intrinsic value utility value cost value mastery-oriented achievement goal |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1480277/full |
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