Kathy L. Schuh, Amanda J. Meiners, Cheryl Ferguson et al .... creator text USA : Taylor and Francis Group ,2023 monographic eng

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61-76 p This qualitative study examined the mathematics self-confidence of eight junior high school students who were moved to an above-grade-level mathematics class through a nontraditional process. Teachers were concerned about how this transition may impact students’ beliefs about their abilities to succeed in mathematics. Data were collected through interviews that included solving challenging mathematical tasks as a means to consider how students expressed their self-confidence in mathematics in general. Using a socio-constructivist lens with a focus on mediation, findings included themes about tensions given students’ initial placement, changes in the role of self-confidence as a mediator, feelings of belonging as having multiple mediator roles, workarounds as mediators, and self-regulation strategies as internalized mediators that students brought with them to their transition. These findings point to solutions and supports for students who enroll in above-grade-level courses to view themselves as successful. ***______{For Hard Copy, Please visit Library.}________*** Belonging Junior High students mathematics pipline mathematics self confidence mediation workarounds 370 0022-0671 https://doi.org/10.1080/00220671.2023.2186338 https://doi.org/10.1080/00220671.2023.2186338 231019 20231020094415.0