Actions Speak Louder than Words: Social Persuasion through Teaching Practice

International audienceWhat a student believes about their abilities to do mathematics has a significant impact on the ways in which they then do mathematics. If they believe they can solve a problem they behave very differently than if they believe they cannot. As such, the development of self-efficacy needs to be paramount in the conversation of what it means to teach mathematics. In this paper, I look at the subtle ways in which students' self-efficacy is developed within the specific teaching paradigm of Building Thinking Classrooms. Results indicate that what a teacher does is just as important as what a teacher says when it comes to developing student self-efficacy in mathematics