Self-efficacy is a subject of ongoing intense research in cognitive psychology. Studies within this tradition are focused on how this agentic aspect of human functioning fits within and contributes to a network of other sociocognitive functionalities. From a mathematics education perspective, we seek a theoretical re-framing of self-efficacy that…

Adults with low numeracy skills often start adult foundational education services or work with individual tutors. Using U.S. PIAAC 2012/2014/2017 data, this paper examines the characteristics, educational backgrounds, and numeracy proficiency of adult learners in adult foundational education, along with use of numeracy skills at home and how…

Among the problems identified at Technical and Vocational Education and Training (TVET) colleges, low achievement in mathematical subjects is the most prominent one. This paper documents a qualitative case study undertaken at TVET College in Gauteng with the purpose of exploring the National Certificate Vocational (NC(V)) Level 4 students' errors…

Recent research syntheses have identified several potentially high-leverage teaching strategies for improving low-attaining secondary school students' learning of mathematics. These strategies include the structured use of representations and manipulatives and an emphasis on derived facts and estimation. This paper reports on 70 semi-structured…

This study analyzed the mediating role that implicit theories of intelligence and academic self-efficacy may play in the relationship between psychopathology and mathematical performance. The sample consisted of 838 students from first and second year of high school. A numerical calculation test was applied, followed by psychopathology self-report…

Background: Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. Aims: This study examined the association between students' perceived teaching quality and…

Background/Context: As part of a national movement to eliminate a global tracking system that disproportionately assigned underserved students to low-level math classes, the Chicago Public Schools (CPS) mandated academic algebra for all students entering high school in 1997. The results were disappointing: low-skill students experienced elevated…

Running two separate two-stage randomized trials, we implement and test three variants of a small group instruction intervention aimed at improving mathematics competencies for the 20% lowest achievers in mathematics in grades 2 and 8 in Danish public schools. We calculate immediate impacts on math competencies as well as impacts in the medium…

To address the challenge of low academic results in mathematics the district adopted a new curriculum. After three years of utilizing a problem-based learning mathematics curriculum resource, there is a varied degree of utilization and teacher buy-in with regards to a district implemented problem-based curriculum. During this time, there has been…

Many U.S. students possess only a weak knowledge of fraction arithmetic. I hypothesize that textbooks are a critical reason for students' poor performance on fraction arithmetic. This is not because of what textbooks contain but rather because of what they lack. Distributions of fraction arithmetic problems in textbooks are imbalanced, with…

Student mobility that occurs within a school year may be especially disruptive for student outcomes, yet little is known regarding the predictors of within-year mobility. In particular, research has yet to comprehensively examine the role of student achievement in predicting within-year student mobility. Thus, we sought to understand this link by…

Some governments require that educational leaders working in underperforming schools create school improvement plans (SIPs) to guide change efforts. Extant research describes two common approaches to SIPs: (a) a "traditional" approach where leaders create a single plan for an entire academic year, and (b) a "short-cycle"…

The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be…

A strong foundation in math is crucial for critical thinking, future careers, and navigating our data-driven world. This Spotlight will help readers identify new initiatives to address gaps in students' math skills; catch up on the debate over the best way to teach math; learn how teachers can build on students' curiosity for math; explore how to…

We evaluate the effects of grade retention on students' academic, attendance, and disciplinary outcomes in Indiana. Using a regression discontinuity design, we show that third-grade retention increases achievement in English Language Arts (ELA) and math immediately and substantially, and the effects persist into middle school. We find no evidence…