Abstract
This article analyzes the Self-efficacy in Mathematics Education (SME) of graduate students in Mexico. SME refers to the beliefs that students have about their knowledge of mathematics, their teaching abilities, and their skills to conduct research in Mathematics Education. A sequential mixed-method was used to identify the level of self-efficacy of 50 graduate students in four different programs. Results show that the majority of students have regular to high self-efficacy, and factors that influence it were identified, such as knowledge and skills developed in the graduate program, and the support of professors or thesis advisors. Negative experiences that affect self-efficacy were also observed, such as failure in certain activities and negative emotions such as fear of dropping out of the program and distress about assigned tasks. The findings of this study may be relevant for improving the quality of academic training at the graduate level and Mathematics Education in Mexico and other parts of the world.
Self-efficacy; Mathematics Education; postgraduate; mixed approach