Description
Personal Reflection | 15 minutes

For students to be engaged, motivated, and performing well in math, they need more than skill—they have to believe in the value of the subject matter for their own lives so that they desire to learn it. In other words, positive value beliefs support math learning. This insight is explored by the Situated Expectancy-Value Theory [5], a theory that separates student beliefs into two categories. Expectancy beliefs are how well students expect they'll perform on a given math problem, but students bring more to math than expectations alone. Students also evaluate their relationship to math through four distinct value beliefs outlined below. These value beliefs greatly impact student success, especially when these beliefs combine with contextual factors like cultural stereotypes, home environments, and interaction with educators. By becoming aware of these value beliefs, math educators can leverage them to Expand Possibilities that students see in math. Click here to download this page as a PDF. This reflection activity can:

  • Help educators reflect on and engage with their students' value beliefs about math.

  • Help educators to consider the connections between value beliefs and math learning.