Development of Understanding and Self-Confidence in Mathematics; Grades 5-8.

Abstract

This paper presents some preliminary results of the longitudinal aspect of a research project on self-confidence and understanding in mathematics. We have collected a survey data of 3057 fifth-graders and seventh-graders and a follow-up data of ten classes (191 pupils) one and a half years later. The longitudinal data indicates that the learning of mathematics is influenced by a pupil’s mathematics-related beliefs, especially self-confidence. Pupils ’ level of understanding fractions also influences their developing understanding of infinity. These relationships between different variables depend also on pupils ’ gender and age.