Pre-service Teachers Performance in Their University Coursework and Mathematical Self Efficacy Beliefs What is the Role of Gender and Year in Program

2005-01-01
This study investigates the effects of gender and year in program on the performance and mathematical selfefficacy beliefs of 145 pre-service mathematics teachers in Turkey. One of the main purposes of this study is to investigate how duration in a teacher education program influenced the performance and mathematical selfefficacy beliefs of pre-service teachers. In addition, gender differences between male and female pre-service mathematics teachers, depending upon year in program, are examined. Results revealed that there were significant statistical effects of gender and year in program on both pre-service teachers’ performance and selfefficacy scores. Female pre-service teachers scored significantly higher than males on performance, but no significant difference was detected between female and male pre-service teachers with respect to mathematics self-efficacy scores. Senior pre-service teachers had the highest scores compared to other students in the program on bother performance and mathematics self-efficacy scores. Although the present study is small, the results tentatively suggest a further investigation of the relationship between performance and self-efficacy beliefs might be fruitful. Studying how mathematical self-efficacy develops across school years and what factors facilitate its development could yield valuable implications for the field of mathematic education.
The Mathematics Educator

Suggestions

Pre-service Mathematics Teachers' Knowledge of History of Mathematics and Their Attitudes and Beliefs Towards Using History of Mathematics in Mathematics Education
Alpaslan, Mustafa; Işıksal Bostan, Mine; Haser, Çiğdem (2014-01-01)
This study examined pre-service mathematics teachers' knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades 4-8) mathematics teachers from nine universities in Turkey. Data were collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs towards the ...
Gender Differences Regarding Mathematics Achievement The Case of Turkish Middle School Students
Işıksal Bostan, Mine; Çakıroğlu, Erdinç (2008-01-01)
The purpose of this study was to explore gender differences in mathematics achievement as demonstrated by performance on the mathematics subsection of a nationwide high school entrance examination in Turkey. In this study, the cities in Turkey were separated into five groups according to their level of economic development. The analysis was based on 2647 students that were randomly selected from these five different groups of cities. Although results indicated a statistically significant difference in mathe...
Pre-service Teachers’ content and pedagogical content knowledge structures about multiplication algorithm and area-perimeter relations: What is the role of teaching methods courses?
Koc, Yusuf; Işıksal Bostan, Mine; Sevinç, Şerife; Çakmak, Sedanur; Bulut, Safure (2010-05-04)
This study attempts to illuminate the effect of mathematics teaching method courses on preservice teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) about multiplication algorithm and area-perimeter relations. The study was conducted in the school of education of a large public university in Turkey. Twenty-seven pre-service mathematics teachers participated in a two-semester research study which is based on the data collected from two teaching methods courses; general teaching methods ...
Pre-service elementary mathematics teachers’ ways of thinking about rate of change in the context of a modeling activity
Kertil, Mahmut; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent (2017-01-01)
As a part of a larger study aiming at developing pre-service teachers’ pedagogical knowledge about mathematical modeling, this study investigates pre-service elementary mathematics teachers’ ways of thinking regarding rate of change in the context of a modeling task on population growth. The participants of the study were 9 prospective middle school mathematics teachers in their senior year attending a public university. The study was conducted as a part of an undergraduate course on mathematical modeling f...
Pre-service mathematics teachers' belief systems
Haser, Çiğdem; Dogan, Oguzhan (2012-01-01)
The influence of mathematics teacher education programme courses on pre-service teachers' mathematics teaching belief systems before their field experience was initially investigated through a Likert-type scale. The impact of a third year general teaching methodologies course was then investigated through the responses pre-service teachers provided in written tasks assigned at the beginning and the end of the year, based on Green's identification of belief systems (Green, T.F. 1971. The activities of teachi...
Citation Formats
M. Işıksal Bostan, “Pre-service Teachers Performance in Their University Coursework and Mathematical Self Efficacy Beliefs What is the Role of Gender and Year in Program,” The Mathematics Educator, pp. 8–16, 2005, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/78098.