Student Self-Efficacy: Learning Math with Visual/Kinesthetic Tools

Abstract

For years, educators have been using “foldables” as a visual and/or kinesthetic approach to note taking within elementary school classrooms. The purpose of the study is to determine to what extent these foldables have on students’ self-efficacy of grade level math concepts. We previously found that there were learning gaps in students’ understanding of math concepts with the sole use of the school’s mathematical adopted program(s). Additionally, our students had not been exposed to note taking due to the recent pandemic. Therefore, the practice of note taking through a visual or graphic with kinesthetic integration allows for more note-taking opportunities for our students. We hope the use of foldables will reach more kinesthetic learners through a hands-on approach to learning. We would like to use the foldables to not only increase the students’ individual mathematical skills, but also to build their confidence while doing math. Building a love and confidence for math at an early age can really help develop a positive mathematical life in a young child. So many adults cringe at the sound of the word “math” and we aim to change that feeling for our students’ future. If a student has a positive view about math and is confident while doing math, they will show growth throughout the year in this particular area (Akin & Kurbanoglu, 2011). Utilizing foldables as a tool to strengthen and develop mathematical skills will allow students the opportunity to engage in a hands-on approach and conceptually learn the strategies being taught.