Title

Developing Self-Efficacy Through Collaboration: Building Math Confidence in Grade 6 Girls Through Academic Discussion Skills

Author

Duncan Flaherty (2025)

Year Published

2025

Description

This action research study examined the impact of academic discussion skills on developing discipline-specific self-efficacy in two Grade 6 girls’ math classes using the R.E.A.L.® discussion framework. This intervention addressed the gender confidence gap in mathematics learning, whereby girls report lower levels of math confidence than boys in their peer group (Zander et al., 2020). Research shows that cooperative learning is an effective tool for teaching mathematical problem-solving in a whole class context (Klang et al., 2021), and that combining scaffolding for discussion skills and math content can increase conceptual understanding (Kazak et al., 2015). I contended that math discussion skills provide a mechanism to increase math self-efficacy through their capacity to enable mastery experiences, vicarious experiences, social persuasion, and positive emotional states, which are the primary sources of self-efficacy (Bandura, 1997). A math-specific version of the R.E.A.L.® discussion framework, initially developed for use in humanities classes, was generated in a collaboration between R.E.A.L.® and me and piloted during the six-week action research period. The research was conducted at Nashoba Brooks School in Concord, Massachusetts, USA. The project began with a student orientation to the R.E.A.L.® discussion framework, where students learned the primary tools (relate, evidence, ask, and listen) they would use during discussions, as well as how to prepare notes for discussions and write post-discussion reflections. Collected data were primarily 2 qualitative in discussion question preparation notes, reflection notes, student journal entries, field note observations, and video recordings of discussions. Quantitative data were collected through Likert scale surveys administered throughout the intervention to measure self-reported math self-efficacy. Data were analyzed through organization, description, and interpretation using a coding process that grouped data into frequently recurring themes (Mertler, 2020). This action research study found that math-specific academic discussion skills using the R.E.A.L.® framework increased student confidence when discussing and understanding math material. Specifically, the R.E.A.L.® discussions generated evidence of growth in all four areas of self-efficacy development as outlined by Bandura (1997). The findings are significant for math educators and leaders in girls’ schools as they suggest that math-specific academic discussion skills are effective in closing the gender confidence gap in mathematics learning. Future practice should incorporate explicit teaching of discussion skills alongside other constructivist modes of instruction to maximize self-efficacy development opportunities in math classes.

Type

Research Report

Research Category

Learning

Teaching

Middle Grades (ages 11-14)

STEM & STEAM

Year of Study

2025

Identifier

45648