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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: 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: Kristi Lynn Day
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 364
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Book Description
This mixed-methods research examined teacher self-efficacy in mathematics and the use of specific mathematical instructional practices in Grades 3-5 classrooms. The purpose was to examine the relationships among teacher self-efficacy of teaching mathematics, the use of specific mathematical instructional practices, and student achievement as measured by the North Carolina end-of-grade test. According to the National Mathematics Advisory Panel (2008), differences in students’ mathematical achievement are credited to differences in teacher characteristics including their self-efficacy in teaching and use of specific instructional practices. The study sought to add to the research behind that finding. -- Correlational relationships among the variables were studied. The outcome variable was student achievement as measured by the end-of-grade mathematics test. The two outcomes variables were teacher self-efficacy of teaching mathematics as measured by the Self-Efficacy for Teaching Mathematics Instrument and the use of mathematical instructional practices as measured by the Teachers’ Instructional Practices Survey. Descriptive analysis, Pearson correlations, and multiple regression analysis were used to analyze the quantitative data. Qualitative data were gathered through teacher interviews. The notes from these interviews were reviewed for themes and then compared to the quantitative data. -- This study yielded strong to moderate correlations between teacher self-efficacy and the six measured mathematical instructional practices. Upon further analysis, the study found strong correlations between teacher self-efficacy for pedagogy in mathematics and each of the following mathematical instructional practices: cooperative learning; communication and study skills; problem-based learning; and manipulatives, models, and multiple representations. However, correlations between the frequency of the measured mathematical instructional practices and study achievement were not established. Weak correlations were found between student achievement and teacher self-efficacy in mathematics. Additionally, the study found that teacher self-efficacy was statistically significant to the prediction of student achievement as defined by student scale scores on the end-of-grade mathematics assessment.
Author: Benjamin Rott
Publisher: Springer
ISBN: 3030012735
Category : Education
Languages : en
Pages : 249
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Book Description
The book is made up of 21 chapters from 25 presentations at the 23rd MAVI conference in Essen, which featured Alan Schoenfeld as keynote speaker. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. The focus of the second section in this book deals with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. The third section of this book centers on the undercurrents of teaching and learning mathematics, what rises in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research. In this section, papers discuss attitudes towards assessment.
Author: Meagan McKinney
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 46
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Book Description
"This study examined the relationship between elementary teachers' mathematical knowledge for teaching (MKT) and their self-efficacy for teaching mathematics. Self-efficacy and MKT are of high importance with implications in regards to quality of instruction and the Common Core State Standards for mathematics. Using the Content Knowledge for Teaching Mathematics (CKT-M) instrument, data for this study were collected from thirty-five elementary school teachers participating in the Improving Teachers' Monitoring of Learning Grant at the time. The data were concerned with these teachers' self-efficacy with the pedagogy and content of mathematics using the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Qualitative data were collected pertaining to teachers' perceptions of the positive influences and challenges of implementing the Common Core State Standards into their classroom. A correlational analysis was run with the data collected from the survey to test for a relationship between the two self-efficacy constructs and the MKT. The results indicated no statistically significant relationship between either of the two self-efficacy constructs and participants' MKT. The qualitative data responses revealed the themes of training and support as positive influences, while curriculum and time demands were seen as the major challenges. Further research should be conducted to continue examining the relationship between self-efficacy and MKT using a larger, random sample to help gain a more true representation of the larger population."--Boise State University ScholarWorks.
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3319328115
Category : Education
Languages : en
Pages : 42
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Book Description
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
Author: Hanna Palmér
Publisher: Springer
ISBN: 3319702440
Category : Education
Languages : en
Pages : 153
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Book Description
This contributed volume is an exciting product of the 22nd MAVI conference, which presents cutting-edge research on affective issues in teaching and learning math. The teaching and learning of mathematics is highly dependent on students’ and teachers’ values, attitudes, feelings, beliefs and motivations towards mathematics and mathematics education. These peer-reviewed contributions provide critical insights through their theoretically and methodologically diverse analyses of relevant issues related to affective factors in teaching and learning math and offer new tools and strategies by which to evaluate affective factors in students’ and teachers’ mathematical activities in the classroom. Among the topics discussed: The relationship between proxies for learning and mathematically related beliefs. Teaching for entrepreneurial and mathematical competences. Prospective teachers’ conceptions of the concepts mean, median, and mode. Prospective teachers’ approach to reasoning and proof The impact of assessment on students’ experiences of mathematics. Through its thematic connections to teacher education, professional development, assessment, entrepreneurial competences, and reasoning and proof, Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms proves to be a valuable resource for educators, practitioners, and students for applications at primary, secondary, and university levels.
Author: Clarence William Johnson (Sr)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126
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Book Description
The recent push for accountability based on student achievement, by means of standardized testing, has resulted in the realization that urban students are not performing as well as their suburban counterparts. This gap is even more pronounced in the area of mathematics. Many factors contribute to poor performance on student achievement. Among these are family values and climate, school environment, peer pressure, and test-taking anxiety. A student's judgment of their capability to accomplish a task or succeed in an activity, or self-efficacy, is a key factor. Self-efficacy beliefs help determine how much effort a student will expend and how much stress and anxiety they will experience as they engage on a task. Teacher efficacy beliefs, a teacher's perception of how effectively they can affect student learning, have also been found to have a great impact on the self-efficacy, and therefore the achievement, of their students. The purpose of the study was to investigate the link between teacher practices, their self-efficacy, and their students' mathematics self-efficacy. Teachers, and their students, from several school districts in northeastern Ohio participated in the study. Teachers responded to modified versions of Pajares' (1996) self-efficacy survey and their students responded to a different version of the survey. Participants included 582 students nested within 30 classrooms. The factor analysis identified five dimensions of students' and four dimensions of teachers' mathematics self-efficacy. A two-level hierarchical linear model revealed that teachers' perceived mathematics competency, their ability to engage students, flexibility, teacher gender, and years of teaching experience were significant predictors of all five dimensions of students' mathematics self-efficacy. The study recommends regular professional development activities to help teachers implement teacher practices that can positively impact students' mathematics self-efficacy. Through enhancing students' mathematics self-efficacy, students' mathematics achievement is likely to improve.
Author: National Council of Teachers of Mathematics. Commission on Teaching Standards for School Mathematics
Publisher: National Council of Teachers of Mathematics
ISBN: 9780873533072
Category : Education
Languages : en
Pages : 214
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Book Description
Authorized Teacher resource for Mathematics, K-12 in Alberta. 1991-2001.
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3030137619
Category : Education
Languages : en
Pages : 437
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Book Description
This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Author: Diane Kay Borton Kahle
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 189
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Book Description
Abstract: The purpose of this mixed method study was to explore the relationships among the variables of mathematics self-efficacy, mathematics teaching self-efficacy, and procedurally or conceptually-oriented teaching methods. The study included 75 practicing elementary teachers who teach mathematics as well as other subjects. These teachers completed the Mathematics Teaching and Mathematics Self-Efficacy survey, designed as part of the study and based on the Mathematics Self-Efficacy Scale - Revised (MSES-R) and the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). Sixteen of the teachers also participated in an interview probing teaching methods for two mathematics topics the teachers believed they are most confident or least confident teaching. Interviews were assessed using the Conceptually and Procedurally Oriented Teaching Method Frequency Chart, designed as part of the study. Quantitative data analysis methods include descriptive statistics, Pearsons Product Moment correlation, and chi-square tests. Qualitative data analysis includes case study anecdotes for two of the interviewed teachers. Results indicate a strong relationship between mathematics self-efficacy and mathematics teaching self-efficacy and suggest that mathematics self-efficacy may be a precursor to mathematics teaching self-efficacy. Additionally, results indicate that when teaching their most confident mathematics topic teachers are more likely to use conceptually oriented teaching methods and when teaching their least confident mathematics topic teachers are more likely to use procedurally oriented teaching methods. This study offers findings to mathematics teacher educators and elementary mathematics teachers about the importance of developing mathematics self-efficacy and mathematics teaching self-efficacy because of their relationship to teachers choices of instructional methods. Additionally the two instruments developed in the study will help future researchers assess these variables.
