Resumo

TOLENTINO, JUCILEIDE DAS DORES LUCAS; FERREIRA, ANA CRISTINA  e  TORISU, EDMILSON MINORU. MATHEMATICS SELF-EFFICACY AND MOTIVATION TO LEARN IN INITIAL TEACHER EDUCATION. Educ. rev. [online]. 2020, vol.36, e227158.  Epub 01-Set-2020. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698227158.

Teachers' beliefs about their own ability to learn mathematics can influence how they relate to this subject, affecting both their learning and that of their students. However, the relationship that many future teachers of the early years, students of Pedagogy, establish with mathematics is not the most positive. In the present article, we analyze possible relationships between the mathematics self-efficacy of a group of Pedagogy graduates and their motivation to learn Mathematics. The study was based on the notions of motivation to learn and self-efficacy of the Cognitive Social Theory. The methodology, with a qualitative approach, involved an intervention research involving eight undergraduate students in Pedagogy at a public university of Minas Gerais (Brazil). The data were produced by observing two Mathematics classes of the course during two semesters, as well as in meetings of a study group including the principal researcher and the eight undergraduate students; records produced by the study participants and a questionnaire answered by them. The results show the influence of this research to the strengthening of self-efficacy beliefs associated mainly with the increased frequency of successful experiences, as well as the development of a more favorable relationship for learning mathematics. In addition, there is strong evidence of increased motivation to learn mathematics.

Palavras-chave : Mathematics education; motivation to learn; Mathematics self-efficacy; Pedagogy course.

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