The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement PDF Download
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Author: Alissa Smith Lee
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 290
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Book Description
The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.
Author: Alissa Smith Lee
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 290
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Book Description
The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.
Author: Kenneth A. Lein
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 136
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Book Description
Most states have adopted the Common Core State Standards in Mathematics (CCSSM) in response to concerns that United States' students are not competitive in international mathematics achievement. The demands on teachers and expectations for students have increased with its implementation. The purpose of this mixed method study was to explore the effect of the implementation of the Common Core State Standards in Mathematics on elementary teachers' perceptions of mathematics self-efficacy. In addition, the study examined teachers' perceptions of principal readiness to lead the implementation and principals' perceptions of teacher readiness to implement the changes. The study also examined principals' self-perceptions of mathematics efficacy and principals' perceptions of central office support for the implementation. Quantitative data were collected from 162 teachers from three urban districts and three suburban districts using a modification of the Mathematics Teaching Efficacy Beliefs Instrument. The qualitative data were collected from semi-structured interviews with 11 building principals and focused on principals' perceptions of teacher, self, and central office readiness to implement the CCSSM. The findings of this study provided evidence that the implementation of the CCSSM has resulted in a decrease in teacher efficacy in mathematics instruction. Principals perceived that teacher readiness for the implementation of the CCSSM depended upon Common Core-aligned text books. Conclusions state the need to increase efficacy for both teachers and principals
Author: Jennifer Carr
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This convergent parallel mixed-methods research study examines the impacts of culturally responsive teaching on elementary students' self-efficacy in mathematics. U.S. public schools are experiencing a shift in demographics and are faced with the task of educating increasingly diverse student populations. In mathematics, an achievement gap exists between minority students and their peers. Educators use culturally responsive teaching, a framework that leverages students' culture to meet the learning needs of culturally and linguistically diverse students, to narrow the achievement gap. In addition to the academic achievement gap, a gap exists in the self-efficacy of culturally and linguistically diverse students and their peers. The foundation for this work comes from extensive research on the benefits of culturally responsive teaching and substantial evidence of a positive correlation between self-efficacy and performance. Although extensive research exists on these two separate topics, this research study greatly contributes to the field of education because literature on the impacts of culturally responsive teaching on student self-efficacy is very sparse. The purpose of this study is to examine: In what ways are elementary students' self-efficacy in mathematics impacted by their classroom teachers' use of culturally responsive teaching practices? This convergent parallel mixed-methods study was conducted with 291 2nd, 3rd, and 4th grade students from 12 classrooms. The researcher analyzed qualitative data from student survey responses and interviews and quantitative data from student survey responses. Triangulation and a mixed-methods design were used to ensure the validity of the research. One major result from the study is a statistically significant difference in students' self-efficacy in mathematics based on their classroom teachers' implementation level of culturally responsive teaching. Another major finding is a positive correlation between students' self-efficacy beliefs and their achievement in mathematics. One consequence of the lack of culturally responsive mathematics teaching and the low self-efficacy of many culturally and linguistically diverse students is the perpetuation and exacerbation of the achievement gap. Further, this gap will have professional repercussions for culturally and linguistically diverse students and economic repercussions for the nation. To address and prevent these consequences, educators and educational leaders should ensure systematic and thorough implementation of culturally responsive mathematics teaching. Based on the findings of this study, educators should work to implement the major tenets of culturally responsive teaching in order to positively impact students' self-efficacy and achievement. Administrators and district leaders should secure professional development on culturally responsive teaching for teachers and support teachers in their implementation of culturally responsive teaching.
Author: Jennifer Stuart
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 114
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Book Description
The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured by personal teaching self efficacy and outcome expectancy. The sample in the present study consisted of 69 elementary (K-5) math teachers in a medium-sized semi-rural district located within a southern state. The data was collected using the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), an online survey that was sent to the teachers through their district email. Additional questions were added to the survey to collect information about teacher background training. A non-parametric Kendall’s Tau B analysis was conducted to assess the hypothesized relationship. A significant, positive relationship was found between years of teaching experience and teacher self efficacy, but not with outcome expectancy. Additionally, a significant, positive relationship was found between teacher self-efficacy and outcome expectancy. Results displayed no significant relationship between college credit hours or district-provided training hours with teacher self-efficacy or outcome expectancy.
Author: Jake Lynch
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 24
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Book Description
This study was conducted to find if there was a significant difference in student achievement on state standardized test scores following initial implementation of the Common Core State Standards (CCSS). The Common Core State Standards were developed to provide students with a deep, conceptual understanding of math; not mere procedural literacy. The mathematical practices outlined within the standards require teachers to support students in the development of deep understanding of math topics rather than merely memorizing a process. Research supports that the development of deep conceptual understanding and strong number sense in elementary mathematics education is critical for increased student learning and achievement. 3rd grade math achievement scores, obtained from the Missouri dese website for a Midwestern school district show that a district-wide comparison of 2013 and 2014 3rd grade mathematics student achievement scores revealed no significant difference following transition and implementation of the Common Core State Standards in a Midwestern school district during the 2013-2014 school year . The reasoning behind this is not investigated in this study but similar data analysis in other states with earlier adoption suggests that initial implementation has produced similar results with steady student achievement gains evidenced over subsequent years as districts further align curriculum and professional development for teachers. After study of state assessment achievement data, review of current research and literature, and compilation and review of the findings of this study, it is found that student math achievement showed no significant difference with the initial transition to the new Common Core State Standards.
Author: Kimberly A. Rimbey
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 201
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Book Description
This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
Author: Lisa Michel
Publisher:
ISBN:
Category :
Languages : en
Pages : 108
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Book Description
Procedural learning has dominated the study of K-12 mathematics in the United States. A lack of emphasis on the development of mathematical thinking among educators has undermined American students' achievement in mathematics, thereby impacting students' readiness for college and careers in the 21st century. Elementary teachers, in particular, are often under-equipped to tackle teaching practices that promote mathematical thinking and the development of conceptual mathematical knowledge, both emphasized in the Common Core Standards for Mathematical Practice. They are frequently restricted by their own content knowledge and confidence in understanding mathematics, and are themselves products of rote learning and an overemphasis on procedures. This study was designed to support development of mathematical teaching practices among a group of upper elementary (third through fifth grade) teachers. The study utilized a qualitative action research design in order to investigate teachers' perceptions of the development of their practice over time. Ten upper elementary teachers participated in a bi-monthly mathematics study group over a period of 6 months. The study group initially focused on using warm-up tasks to promote mathematical discourse. Data was collected in the forms of transcriptions of the study group sessions, written and verbal reflections, and pre and post-questionnaires. Throughout the study, teachers regularly experimented with practices they had rarely or never tried before. Teachers reported that the warm-ups they learned in the professional development were the driving force for changes in their mathematics teaching practices. Additionally, teachers reported that there were substantial differences in the student discourse that occurred during math time between the previous school year and this year and that facilitation of student discourse during math time became a regular part of their practice.
Author: M. Warnasuriya Ed.D
Publisher: Xlibris Corporation
ISBN: 198455462X
Category : Education
Languages : en
Pages : 60
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Book Description
This book introduces the many benefits of mathematics professional development for middle school teachers. It explores key features of effective professional development, research-based models, that can be used to design professional development and an analysis of professional development in the context of adult-learning theories. The importance of professional learning communities as an avenue for educators to grow in their knowledge and skills is also discussed. A qualitative research study that elucidates the many benefits of mathematics professional development on teachers’ knowledge, skills, and dispositions to teach middle school students is explored. The results of the study and its implications to teaching practice are discussed.
Author: M. Foote
Publisher: Springer
ISBN: 0230109888
Category : Education
Languages : en
Pages : 244
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Book Description
The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.
Author: Leslie Texas
Publisher: Routledge
ISBN: 1317921410
Category : Education
Languages : en
Pages : 177
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Book Description
This new, practical book provides an explanation of each of the eight mathematical practices and gives elementary school educators specific instructional strategies that align with the Common Core State Standards for Mathematics. Math teachers, curriculum coordinators, and district math supervisors get practical ideas on how to engage elementary school students in mathematical practices, develop problem-solving skills, and promote higher-order thinking. Learn how to scaffold activities across grades and get strategies you can implement immediately in your classroom. All K-5 mathematics educators should have this book in their professional libraries!
