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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: James Hiebert Publisher: Routledge ISBN: 1136559833 Category : Education Languages : en Pages : 357
Book Description
First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.
Author: Barry J. Fraser Publisher: Springer Science & Business Media ISBN: 1402090412 Category : Science Languages : en Pages : 1516
Book Description
The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
Author: James Deehan Publisher: Springer ISBN: 3319424653 Category : Science Languages : en Pages : 93
Book Description
The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants’ science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed.
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: Curtis Dunkel Publisher: Nova Publishers ISBN: 9781594544316 Category : Psychology Languages : en Pages : 254
Book Description
The concept of possible selves, first brought to life only a short time ago by Hazel Markus and Paula Nurious (1986) has grown into an exciting stream of research. Scholars have examined possible selves with regard to a host of adolescent outcomes, including academic achievement, school persistence, career expectations, self-esteem, delinquency, identity development and altruistic behaviours. This book represents a sample of the current research being conducted in the area of possible selves. The contributors to the book were chosen to represent a variety of perspectives, and to collectively illustrate some of the different ways that possible selves are being conceptualised, empirically examined and used in interventions.
Author: Lance D. Nelson
Author: Lance D. Nelson
Author: James Hiebert
Author: Barry J. Fraser
Author: James Deehan
Author: Jian-Hong Ye
Author: Christine M. Phelps
Author: 
Author: 
Author: Sheila Tobias
Author: Curtis Dunkel