Mathematical Self-Beliefs are Important


Mathematical Self-Beliefs are Important for successfully completing math classes, but they are also important for entering STEM fields and even Higher Education. Many people, especially older women, have low math self-beliefs, how can they be improved? We will look at some ways they can be improved, plus the results from my dissertation research involving students and serious math games.


  • Mathematical Self-Beliefs
  • Why are these Self-Beliefs Important?
  • How can they be strengthened?
  • My Research
  • Additional Resources
  • Questions & Contact

Additional Resources


Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23(3), 329–345.

Boaler, J., & Sengupta-Irving, T. (2016). The many colors of algebra: The impact of equity focused teaching upon student learning and engagement. Journal of Mathematical Behavior.

Eyster, T. (2017) Serious Mathematics Games Bolster Self-Concept and Self-Efficacy in Women Learners (Doctoral dissertation, Northcentral University).

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115.

Jameson, M. M., & Fusco, B. R. (2014). Math anxiety, mathematical self-concept, and mathematical self-efficacy in adult learners compared to traditional undergraduate students. Adult Education Quarterly, 64(4), 306–322.

Ke, F. (2013). Computer-game-based tutoring of mathematics. Computers and Education, 60(1), 448–457.

Mesa, V. (2012). Achievement goal orientations of community college mathematics students and the misalignment of instructor perceptions. Community College Review, 40(1), 46–74.

Pareto, L., Haake, M., Lindström, P., Sjödén, B., & Gulz, A. (2012). A teachable-agent-based game affording collaboration and competition: Evaluating math comprehension and motivation. Educational Technology Research and Development, 60, 723–751.

Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48.


November 2017 @ EPaDel MAA Fall 2017 Section Meeting, Shippensburg University, PA

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