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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Main Authors: Araya Piyakun, Songsak Phusee-Orn
Format: Article
Language:English
Published: Frontiers Media S.A. 2025-01-01
Series:Frontiers in Education
Subjects:
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.
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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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