A Case Study Exploring the Ways Preservice Elementary Teachers with Low Levels of Mathematics Self-efficacy Believe Their Mathematical Ability Will Affect Their Teaching Effectiveness PDF Download
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Author: Lance D. Nelson Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 142
Book Description
This study investigated the relationship between the actual mathematical ability and the perceived mathematical ability among preservice elementary teachers with low levels of mathematics self-efficacy. In addition, this study investigated how preservice elementary teachers with low levels of mathematics self-efficacy describe their mathematical ability and how it could affect their teaching effectiveness when they enter the classroom. Participants included 42 elementary preservice elementary teachers in a Great Lakes state during their mathematics methods course. Of the 42 elementary preservice teachers who participated in the study, 14 were self-identified as having low levels of self-efficacy with varying levels of mathematical ability. Six of the 14 agreed to be interviewed to gain a deeper understanding of their mathematical ability and their beliefs on being an effective mathematics teacher. Data sources included the self-revised Mathematics Confidence Scale and clinical interviews. The results concerning actual mathematical ability versus perceived ability were mixed. Also, the understanding of fractions, proportions, and ratios continue to be viewed as difficult topics. Findings revealed that the preservice elementary teachers with low-levels of mathematics self-efficacy believe they will be effective mathematics teachers when they enter the classroom, but only after time and much effort. In addition, these same preservice elementary teachers stated that they had negative experience during their elementary school years. Therefore, it can be generalized that there are, and potentially will be, novice elementary teachers that will enter the classroom with (a) low levels of self-efficacy, (b) a lack of mathematical content knowledge, and (c) a lack of awareness of what their negative experiences during their elementary years could potentially do to their future students.
Author: Lance D. Nelson Publisher: ISBN: Category : Education, Elementary Languages : en Pages : 142
Book Description
This study investigated the relationship between the actual mathematical ability and the perceived mathematical ability among preservice elementary teachers with low levels of mathematics self-efficacy. In addition, this study investigated how preservice elementary teachers with low levels of mathematics self-efficacy describe their mathematical ability and how it could affect their teaching effectiveness when they enter the classroom. Participants included 42 elementary preservice elementary teachers in a Great Lakes state during their mathematics methods course. Of the 42 elementary preservice teachers who participated in the study, 14 were self-identified as having low levels of self-efficacy with varying levels of mathematical ability. Six of the 14 agreed to be interviewed to gain a deeper understanding of their mathematical ability and their beliefs on being an effective mathematics teacher. Data sources included the self-revised Mathematics Confidence Scale and clinical interviews. The results concerning actual mathematical ability versus perceived ability were mixed. Also, the understanding of fractions, proportions, and ratios continue to be viewed as difficult topics. Findings revealed that the preservice elementary teachers with low-levels of mathematics self-efficacy believe they will be effective mathematics teachers when they enter the classroom, but only after time and much effort. In addition, these same preservice elementary teachers stated that they had negative experience during their elementary school years. Therefore, it can be generalized that there are, and potentially will be, novice elementary teachers that will enter the classroom with (a) low levels of self-efficacy, (b) a lack of mathematical content knowledge, and (c) a lack of awareness of what their negative experiences during their elementary years could potentially do to their future students.
Author: National Council of Teachers of Mathematics. Commission on Standards for School Mathematics Publisher: National Council of Teachers of Mathematics ISBN: Category : Mathematics Languages : en Pages : 278
Book Description
Curriculum standards for mathematics for grades K-4, 5-8, and 9-12 are presented which suggest areas of instructional emphasis for specific student outcomes. Also discusses evaluation standards for both the curriculum and student achievement. K-12.
Author: Conference Board of the Mathematical Sciences Publisher: American Mathematical Soc. ISBN: 0821869264 Category : Education Languages : en Pages : 106
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: Diane Kay Borton Kahle Publisher: ISBN: Category : Elementary school teachers Languages : en Pages : 189
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.
Author: National Research Council Publisher: National Academies Press ISBN: 0309131987 Category : Education Languages : en Pages : 53
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: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Christine M. Phelps Publisher: ISBN: 9781109248975 Category : Elementary school teaching Languages : en Pages : 198
Book Description
Teacher educators may need to pay attention to pre-service elementary teachers' motivation to learn mathematics in order to help them develop a deep level of understanding from their mathematics content courses for teachers (content courses) and to help them develop the disposition to learn mathematics throughout their careers. In this dissertation I examine mathematics self-efficacy and mathematics learning goals, two constructs of pre-service teachers' motivation. Since few studies have been conducted on pre-service teachers' mathematics self-efficacy and learning goals, Chapter 1 reviews the literature on the mathematics self-efficacy and learning goals of other populations. Using these studies, I develop and provide evidence for a model on how pre-service teachers' mathematics self-efficacy and learning goals could develop and influence learning. Then, in Chapter 2, I present results of a study I conducted examining one sample of pre-service elementary teachers' mathematics self-efficacy and learning goals. Survey results identify participants' (n = 61) self-efficacy beliefs and learning goals for learning mathematics. Results from interviews using narrative analysis indicate that participants (n = 22) believe past performance, vicarious experiences, verbal persuasions, career goals, and the nature of mathematics in their classes influenced the development of their mathematics self-efficacy and learning goals. Participants were grouped into two categories: productive and non-productive self-efficacy beliefs and learning goals. Results indicate one difference between the two groups is the self-reported effect of the content courses on participants' mathematics self-efficacy beliefs and learning goals. In particular, participants' talk about the effect on their self-efficacy and learning goals of their performance in the content courses, their awareness of their career goals in the content courses, and the fit between their beliefs about math and the math in the content courses. These results increase our knowledge of how mathematics self-efficacy beliefs and learning goals develop and have implications for how teacher educators design mathematics content courses. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Sheila Tobias Publisher: W. W. Norton ISBN: 9780393064391 Category : Mathematics Languages : en Pages : 278
Book Description
Explains the nature and origins of anxiety about mathematics and provides advice on working with a variey of specific mathematical concepts and problems.
Author: Lance D. Nelson
Author: Lance D. Nelson
Author: National Council of Teachers of Mathematics. Commission on Standards for School Mathematics
Author: William Cyrus Navidi
Author: Conference Board of the Mathematical Sciences
Author: Diane Kay Borton Kahle
Author: National Research Council
Author: National Research Council
Author: Albert Bandura
Author: Christine M. Phelps
Author: Sheila Tobias