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ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 |
doi: 10.3389/feduc.2025.1480277
The roles of teachers' beliefs and instructional practices in students' mathematical mindset
Provisionally accepted
Araya Piyakun *
Songsak Phusee-Orn - Mahasarakham University, Mueang Maha Sarakham District, Thailand
Mathematics education development is an urgent topic, with an emphasis on increasing students' motivation to learn mathematics. This 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). The 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. The 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.
Keywords: mathematical mindset, Attainment value, Intrinsic value, Utility value, Cost value, mastery-oriented achievement goal, performance-oriented achievement goal
Received: 13 Aug 2024; Accepted: 16 Jan 2025.
Copyright: © 2025 Piyakun and Phusee-Orn. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Araya Piyakun, Mahasarakham University, Mueang Maha Sarakham District, Thailand
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