The role of self-belief in the perception and learning of mathematics

In this research, I investigated students’ views of mathematics as a skill and subject they are required to learn. There is much research and teacher experience to suggest that work ethic can surpass any natural aptitude for mathematics. The paper explored how self-belief affects perceptions of mathematics and the subsequent impact on learning. I determined whether self-belief, perception and learning are cause and effect in action, or rather a triangulation of keys that can ignite effective learning. I focused on how students regarded themselves as mathematicians as I hoped to uncover differences between successful mathematicians and those who love wearing the ‘I am bad at Maths’ badge. Several themes emerged from my findings, including suggestions that students’ relationships with their teachers and peers of were important, and there were further implications for practice centred on emotional awareness in learning