Curriculum-Based Scale for Assessing Mathematical Confidence: Insights from Eighth-Grade Students in Jordan

Abstract

This study aimed to examine the degree of mathematical confidence among eighth-grade students in Jordan. To achieve this, a Mathematical Confidence Scale (MCS) was developed and validated based on curriculum content and a model proposed by Dowling (1978). The MCS was administered to 1007 eighth-grade students in Jordan and showed that their overall mathematical confidence is generally low, with differences across content areas (algebra, geometry, probability and statistics), the level of cognitive demand, and the context of the problem (realistic versus abstract). The results indicated that students are more confident in solving geometric problems compared to algebra and “probability and statistics” problems. The results also indicated that students are more confident in solving problems in real contexts than in abstract ones, and they have higher confidence in tasks involving understanding and comprehension than in those requiring computational procedures, and application and problem-solving. The students’ gender and living region do not significantly influence their degree of mathematical confidence. The study presented a methodology for developing a MCS, which could serve as a model for creating similar scales in other educational contexts. The findings may also assist educational policymakers in Jordan in making informed decisions to help boost students’ mathematical confidence.