Expectancy Value Theory as a Tool to Explore Teacher Beliefs and Motivations in Elementary Mathematics Instruction

Corinne Thatcher Day

doi:10.26822/iejee.2021.182

Abstract

This case study explores the utility of Expectancy Value Theory (EVT) as a framework for studying elementary teachers’ beliefs and motivations with respect to reformed mathematics instruction. A model for coding and evaluating qualitative data using EVT is proposed and illustrated using interviews with three primary school teachers in an urban school district in the United States. Results from the study indicate that anticipated costs associated with reform instruction, including not covering required content and not meeting district benchmarks, function as strong inhibitors to reform, even among teachers who value reform instruction, who exhibit a strong sense of self-efficacy, and who believe in their students’ capacities to succeed with reform-oriented instruction.

Highlights

In the 1980s the mathematics education community in the United States, spearheaded by the National Council of Teachers of Mathematics (NCTM), initiated a new era of reform efforts motivated by the constructivist belief that children learn mathematics best through active and collaborative engagement in problem solving tasks (NCTM, 1980; 1989)
The findings from Abrami et al (2004) indicate that expectancy of success is important—a teacher that does expect to succeed with reform instruction will not use it—the present study suggests that reform values may not be sufficient to promulgate meaningful reform
The present study confirms the utility of Expectancy Value Theory as a framework for examining teachers’ beliefs and motivations and extends its application to qualitative approaches

Summary

Introduction

In the 1980s the mathematics education community in the United States, spearheaded by the National Council of Teachers of Mathematics (NCTM), initiated a new era of reform efforts motivated by the constructivist belief that children learn mathematics best through active and collaborative engagement in problem solving tasks (NCTM, 1980; 1989). Even teachers with extensive training in reform-based practices often struggle to faithfully implement reform instruction (Louie, 2017a; 2017b) Numerous reasons for this struggle are evident in the mathematics education literature, including disciplinary and professional constraints on educators (Smith, 2012; Stemhagen, 2011; Warfield et al, 2005; Webel & Platt, 2015; Windschitl, 2002; Yurekli et al, 2020) as well as educators’ efficacy beliefs about self and students (Abrami et al, 2004; Cross Francis, 2015; Rousseau, 2004; Thompson, 1984; Warfield et al, 2005; Yurekli et al, 2020). The interaction between beliefs and contexts requires a theoretical model that extends beyond teacher beliefs and enables researchers to capture other factors influencing educators’ instructional choices

Methods

Results

Conclusion