Our goal in this study was to expla

Our goal in this study was to explain the change in Cristina’s self-efficacy through the lens of Bandura’s sources of self-efficacy and make overt the contributing mech-anisms. Our findings suggest the improvement in her self-efficacy was due to a change in the social dynamics and in the type of activities proposed in the class-room. This change in turn was produced by the implementation of innovative peda-gogical strategies by the classroom teachers, particularly visibly random groupings and nonroutine problems. One of the key factors in the change of social dynamics was the formation of visibly random groups. This grouping strategy increases toler-ance between peers, which positively favors the emotional state of students with special education needs and reduces the fear of being marginalized. In conjunction with inclusion, another key social factor was the permanence and participation of students with special educational needs in these visibly random groups. This inclu-sion indirectly transmitted a powerful message and has set high expectations in the social field: students with special education needs are able to socialize with any student in their class and work in the same activities as their classmates. Another factor was the teachers’ persuasive messages to the whole class, effectively promot-ing collaborative work, respect, and mutual help. In addition, we highlighted the messages that the teachers transmitted to the small groups of students where Cristina participated, publicly recognizing her mathematical skills.The nonroutine problem-solving activities in the classroom gave students the opportunity to undergo mastery experiences, which are fundamental in strengthen-ing self-efficacy. Students undergo a cognitive demand when facing nonroutine problems for which they need to persevere to solve. The fact that these types of activities were proposed to the whole class, including students with special educa-tion needs, offered opportunities for all students to have mastery experiences in problem solving. In the case of Cristina, we can notice that when a student with special educational needs solves a nonroutine problem or contributes to its resolu-tion, it changes their self-image from incapable to capable and even builds the idea that mathematics is for everyone. And when this is achieved in front of the whole class, not only does the special education student’s own self-image change but also the opinion of those around her. In addition, a student with special educational needs, or any child, may be a source of inspiration for other children and become a vicarious experience for others.12Examining Sources of Self-Efficacy in Whole-Class Problem Solving