A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?

Download

index.pdf

Date

2016-08-01

Author

Işıksal Bostan, Mine

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

220
views

93
downloads

The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated. Mixed research design was used in which data were collected through longitudinal survey and electronic interviews. Findings revealed that prospective teachers' mathematics teaching efficacy beliefs increase during their enrollment in teacher education program but decrease during their first year of teaching. In addition classroom management, communicating with student, communicating with parents, mathematical knowledge for teaching, material usage, and textbook usage are the factors that enhance or inhibit teachers' efficacy beliefs during their first year of teaching.

Subject Keywords

Longitudinal study, Mathematics teaching efficacy beliefs, Mathematics teaching outcome expectancy, Middle school mathematics teachers, Prospective middle school mathematics teachers

URI

https://hdl.handle.net/11511/43781

Journal

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION

DOI

https://doi.org/10.12973/eurasia.2016.1277a

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

A Case study on middle grade mathematics teachers’ use of questioning in teaching lines and angles Yılmaz, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Education (2018) The purpose of the study was to identify tools that help teachers to use in teacher questioning in middle-grade mathematics classrooms. In addition to this, the study aimed to examine teachers’ questioning behaviors concerning teachers' question types and the interaction among the tools for questioning and question types. This study was applied a multiple case with two middle grade mathematics teachers. The participant teachers were video recorded for the lines and angles topic. In one of the classroom, tec...
A phenomenological study on mathematics teachers having experience with innovative learning activities: views, enablers,and barriers Erbasan, Elçin; Çakıroğlu, Erdinç; Department of Mathematics Education (2021-2-10) The purpose of the study was to investigate middle school mathematics teachers’ views and experiences regarding innovative mathematics learning activities. This study also aimed to determine enablers and barriers in the process of the activities and teachers’ suggestions that may lead the educational stakeholders to increase the qualityofmathematicsinstruction and accordingly, student learning. Phenomenological research was conducted with thirteen middle school mathematics teachers ...
A case study of elementary mathematics teachers' views of their and students' textbook usage and of mathematics textbooks' characteristics Başer, Nadiye; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2012) The purpose of this study was to investigate teachers’ ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers’ views about elementary students’ usage of mathematics textbook during the classroom time and for their homework and teachers’ views about mathematics textbooks’ characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathemati...
An Investigation of teachers’ noticing of students’ mathematical thinking in the context of a professional development program Baş, Sinem; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent; Department of Secondary Science and Mathematics Education (2014) Teachers’ noticing, i.e. attending to and understanding of, students’ mathematical thinking is considered as a crucial component of teaching expertise. Research points out the pressing need for developing teachers’ abilities to notice students’ mathematical thinking through appropriate professional support, while also making sense of the dynamics of how such development occurs. The purpose of this study is to investigate evolution of teachers’ noticing of students’ mathematical thinking in the context of a ...
A Study on inservice teachers' attitudes toward and beliefs about mathematical problem solving Çokçalışkan, Hasan; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The main purpose of this study was to investigate elementary teachers’ and elementary mathematics teachers’ attitudes toward and beliefs about mathematical problem solving in terms of gender and grade level being taught. Moreover, the relationship between elementary teachers’ and elementary mathematics teachers’ attitudes and beliefs was evaluated in this study. The data were collected from 141 in-service elementary teachers who are teaching 4th and 5th graders and elementary mathematics teachers who are te...

Citation Formats

M. Işıksal Bostan, “A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?,” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, pp. 2085–2102, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43781.