Mathematical self-efficacy and student engagement in the mathematics classroom

In recent years, the teaching of mathematics at all levels has steadily moved up the UK education agenda [4] as fewer students opt to study mathematics after the age of 16 and those involved in the provision of higher education (HE) and the employment of graduates bemoan the lack of quantitative skills possessed by employees and students. This problem is particularly acute among students who need to study mathematics as a supporting subject (for example in engineering or computing) and can be quite critical in health professions where dosage calculations and measurement are critical [5]…