Elementary teachers' perceptions surrounding new mathematics reform: implications for teachers self-efficacy PDF Download
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Author: Rey E. Serrano
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
Author: Rey E. Serrano
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Author: Kerri Lee Hundley
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 122
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Book Description
A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers2 practice that are consistent with the standards of the National Council of Teachers of Mathematics [NCTM]. Since teacher beliefs can have a significant influence on what teachers do in their classroom, this study investigated the impact of an alternative form of professional teacher development designed to impact both general and personal teacher efficacy beliefs toward the use of Standards-based mathematics. A professional teacher development study group [PDSG] was formed that consisted of a facilitator/participant and six elementary teachers who were interested in improving their mathematics instruction. The group met over a period of six months in eight sessions to examine their own mathematical thinking and beliefs as well as the mathematical thinking of children. Results indicated that general and personal teacher efficacy changed in a positive direction toward the use of Standards-based mathematics. These results suggest that the implementation of mathematics reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs.
Author: Christi Davis-Langston
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 109
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Book Description
The purpose of this study was to examine the relationships among elementary school teachers' teaching styles, their perceptions of self-efficacy in teaching mathematics, and student mathematics achievement. Analysis of data collected from 95 teachers found small to moderate correlations between teaching style and measures of mathematics achievement. No statistically significant relationships were found between elementary school teachers' self-efficacy and students' mathematics achievement levels. Mathematics achievement (numbers and operations, geometry, and percentage of students who exceeded standards on the CRCT) was predicted by teaching styles (delegator, facilitator, and expert). Although the relationships were statistically significant, little variance in achievement was explained by teaching styles. Educators must strive to pursue promising teaching strategies and styles in order to promote achievement in elementary mathematics.
Author: Susan C. Newman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Dilhani Uswatte
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 108
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Book Description
Given the current pressure on educational leaders to successfully implement the Mathematics Common Core Standards, which is currently in its infancy stages in Alabama, the possible relationship between mathematics teaching self-efficacy of Alabama elementary teachers and principal instructional leadership was evaluated. The relationship between mathematics teaching self-efficacy and grade level taught, years of teaching experience, gender, and school location were also evaluated individually and as part of a multiple regression model. A representative sample of 144 Alabama elementary teachers completed an on-line survey which contained demographic questions, and questions from two previously validated instruments to measure mathematics teaching self-efficacy (the Mathematics Teaching Efficacy Belief Instrument) and perceived levels of principal instructional leadership (the Instructional Leadership Inventory). No significant relationships were found between mathematics teaching self-efficacy and any of the predictor variables tested. Implications of these finding for education leaders are discussed, including the need for future research on how principals may differentiate their instructional leadership for novice (less than 3 years of experience) and career teachers.
![Elementary Inservice and Preservice Teachers' Perceptions of the Current Mathematics Reform Movement [microform] PDF](https://books.google.com/books/content/images/frontcover/msN4tgAACAAJ?fife=w80-h100)
Author: Joanne M. (Joanne Marie) Graham
Publisher: National Library of Canada = Bibliothèque nationale du Canada
ISBN: 9780612354012
Category : Educational innovations
Languages : en
Pages : 436
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Author: Conference Board of the Mathematical Sciences
Publisher: American Mathematical Soc.
ISBN: 0821869264
Category : Education
Languages : en
Pages : 106
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Book Description
This report is a resource for those who teach mathematics and statistics to PreK-12 mathematics teachers, both future teachers and those who already teach in our nation's schools. The report makes recommendations for the mathematics that teachers should know and how they should come to know that mathematics. It urges greater involvement of mathematicians and statisticians in teacher education so that the nation's mathematics teachers have the knowledge, skills, and dispositions needed to provide students with a mathematics education that ensures high school graduates are college- and career-ready as envisioned by the Common Core State Standards. This report draws on the experience and knowledge of the past decade to: Update the 2001 Mathematical Education of Teachers report's recommendations for the mathematical preparation of teachers at all grade levels: elementary, middle, and high school. Address the professional development of teachers of mathematics. Discuss the mathematical knowledge needed by teachers at different grade levels and by others who teach mathematics such as elementary mathematics specialists, special education teachers, and early childhood educators. Each of the MET II writers is a mathematician, statistician, or mathematics educator with substantial expertise and experience in mathematics education. Among them are principal investigators for Math Science Partnerships as well as past presidents and chairs of the American Statistical Association, Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, Conference Board of the Mathematical Sciences, and National Council of Teachers of Mathematics. The audience for this report includes all who teach mathematics to teachers--mathematicians, statisticians, and mathematics educators--and all who are responsible for the mathematical education of teachers--department chairs, educational administrators, and policy-makers at the national, state, school-district, and collegiate levels.
Author: Abdelghani Setra
Publisher:
ISBN:
Category : Effective teaching
Languages : en
Pages : 174
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131987
Category : Education
Languages : en
Pages : 53
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Book Description
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Author: Alison Rollins Syverson
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 276
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Book Description
This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice. School systems across the country are being asked to do more with less money. At the same time, districts are faced with mathematics standards that require a new approach to instruction. In response to these issues, school districts are choosing to implement the role of a mathematics curriculum coach. As a result, the question is raised, “are the funds utilized for math coaches being used effectively?” This mixed-methods study compared two schools of similar makeup. School A employs a math curriculum coach, while School B employs a general curriculum coach. Through the use of a survey (MTEBI), curriculum coach journaling, focus groups, and one-on-one interviews, this study sought to answer three research questions: (a) What is the impact of the use of a math curriculum coach on teacher instructional practices in the area of math; (b) What is the impact of the use of a math curriculum coach on teacher perceptions of their instructional practice; and (c) What is the impact of the use of a math curriculum coach on teacher sense of self-efficacy? The survey was administered to all teachers at both schools with an overall response rate of 63.6%. The focus groups and interviews were a small random sample of teachers at each school who provided an in-depth view of their perceptions regarding the impact of the coaches on their instructional practice and self-efficacy as related to mathematics. The teachers had high levels of self-efficacy when teaching math and high outcome expectancy. These measures did not change over the period of the study. This study found that the math curriculum coach did have an impact on teacher instructional practices.
