Author: Gulseren Sekreter1
1Department of Mathematics, Faculty of Education, Ishik University, Erbil, Iraq
Abstract: It is very well known that the main cause of the classroom management problems is the students’ unwillingness to the subject that is taught. As long as students are actively engaged in the learning process the problems would be minimized and teacher would not spend too much energy for managing class. That is why the subject teacher’s main role is inspiring willingness and trying to involve all the students into the learning process actively. Considering the importance of teaching mathematics, teachers have to develop pedagogical strategies (recognizing of obstacles that exist in the students’ mathematics learning process) and help students to develop their mental faculties and reasoning abilities by improving mastery approach for learning mathematics. In order to boost mathematics-efficacy and outcome expectations choosing masteryoriented classroom management strategies is very essential since these strategies influence the amount and the quality of students’ engagement as well as mathematics learning and students’ persistence to continue learning when tasks are challenging. Therefore the main purpose of this study is to present the importance of fostering mastery goal orientation in classroom management. Additionally in order to foster students’ mastery goal adaptation, critical classroom management strategies based on modern motivational theories that are especially important for defining the success of teaching and learning mathematics will be offered.
Keywords: Mastery-Goal Orientation, Classroom Management Strategies, Implicit Theory of Intelligence, Self-Worth Theory, Social-Cognitive Theory, Modern Expectancy-Value Theory
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), September 2018, Vol.5, No.1