Cultural Pedagogy Mathematics Learners Literature Review Literature Review

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Literature Review


Introduction


The decline in student mathematics performance between lower elementary grades (1–2) and upper elementary grades (3–4) is a critical concern in educational research and policy. Although foundational numeracy skills are typically established in early grades, disparities in performance often widen as students encounter more complex mathematical concepts. This literature review synthesizes existing research on the relationship between teacher perspectives and student achievement in mathematics, with a focus on identifying factors that contribute to this decline.  This chapter discusses theoretical frameworks, findings, and methodological approaches to contextualize the research problem.
Research on mathematics instruction has drawn attention to various factors that influence teaching practices and student learning outcomes. The research reveals significant themes in mathematics education, which can be categorized under instructional factors and individual factors. These interconnected dimensions shed light on how teacher perspectives, beliefs, instructional strategies, and student attributes influence the teaching and learning of mathematics. More shall now be said on this, beginning with the theoretical perspective used herein.

Theoretical Perspective


This study is grounded in multiple theoretical perspectives that collectively provide a comprehensive understanding of the factors influencing mathematics performance in upper elementary grades. The theoretical framework integrates Social Cognitive Theory (Bandura, 1986, 1997), Sociocultural Theory (Vygotsky, 1978), and Attribution Theory (Weiner, 1985) to analyze how teacher perspectives, instructional strategies, and student learning experiences shape mathematical achievement.
Social Cognitive Theory is particularly relevant because it explains how teachers\' self-efficacy beliefs influence their instructional decisions and, in turn, impact student motivation and achievement. Given that teacher confidence affects pedagogical choices, this framework helps to explore how instructional quality may contribute to the observed decline in math performance. Similarly, Sociocultural Theory highlights the role of social interaction, scaffolding, and culturally responsive teaching in shaping student learning experiences. It provides a lens through which to examine how early-grade instructional support may not always transition effectively into later elementary years. Finally, Attribution Theory is helpful in understanding how teachers perceive student ability and how these perceptions influence their instructional decisions, potentially reinforcing achievement gaps. Through the integration of these theories, this study provides a fresh and fuller perspective on the factors influencing mathematics performance. This approach will allow for a more complete analysis of how teacher beliefs, instructional strategies, and student experiences interact, so that more effective interventions can be developed to improve math education in upper elementary classrooms.

Social Cognitive Theory


Analysis of the problem of declining mathematics performance in upper elementary grades is grounded in the Social Cognitive Theory. This theory was originally developed by Albert Bandura in 1986 and was primarily used to study how individuals learn in social contexts. The Social Cognitive Theory indicates that learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior. According to this theory, students\' learning and academic performance can be influenced by their social interactions, personal factors, and environmental factors, such as their teachers\' instructional strategies and competence.

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The map depicted in Figure 1 below presents a visual overview of how the selected literature fits within the broader categories of instructional factors and individual factors, both of which potentially contribute to the problem statement under consideration. The hierarchical structure signifies the flow of topics under each category, ultimately connecting them to the problem statement.


Figure 1. Literature Map


Social Cognitive Theoretical Perspective


Bandura’s (1997) comprehensive work went on to describe in more detail the theory of self-efficacy and…

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…instructional and individual factors that contribute to the decline in mathematics performance in upper elementary grades. Key instructional factors include teacher perspectives, beliefs, instructional strategies, curriculum approaches, and teacher competency. Meanwhile, student-related factors such as motivation, self-efficacy, and engagement play a crucial role in shaping learning outcomes. The interplay between these instructional and individual factors presents a complex educational landscape, reinforcing the need for targeted research and interventions.
A significant body of research demonstrates that teacher perspectives and beliefs influence instructional effectiveness and student achievement. Studies suggest that teachers with high self-efficacy are more likely to implement student-centered, inquiry-based instructional strategies that promote deeper mathematical understanding (Oppermann et al., 2019; Engledowl et al., 2021). Conversely, teachers who doubt their competence often rely on rote instruction, which has been linked to declining student performance in upper elementary grades (Stipek, 1996). Attribution theory further explains how teachers\' perceptions of student ability—whether they view challenges as a result of effort, ability, or external factors—affect the level of support they provide (Weiner, 1985). These findings suggest that fostering positive teacher beliefs through professional development and ongoing support can lead to more effective mathematics instruction.
Research on instructional strategies reveals the importance of engaging, student-centered approaches in mathematics education. Studies reveal that scaffolding, questioning techniques, and hands-on learning experiences improve conceptual understanding and retention (Dahal et al., 2019). However, as students transition to upper elementary grades, instruction often shifts toward abstract, procedural methods, leading to disengagement and performance declines (Boaler, 2019). This shift raises questions about whether instructional misalignment between lower and upper grades contributes to learning gaps. Future research should explore ways to create continuity in teaching strategies across grade levels to ensure students develop a strong mathematical foundation.
The literature also highlights the role of curriculum design and teacher competency in shaping student outcomes.….....

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