Self-Efficacy of Kindergarten Teachers' Mathematical Instruction

Autor/in	Schillinger, Tammy
Titel	Self-Efficacy of Kindergarten Teachers' Mathematical Instruction
Quelle	In: Early Childhood Education Journal, 49 (2021) 4, S.623-632 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schillinger, Tammy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01101-0
Schlagwörter	Self Efficacy; Kindergarten; Grade 3; Preschool Teachers; Mathematics Instruction; Mathematics Achievement; Mathematics Skills; Skill Development; Problem Solving; Instructional Effectiveness; Young Children; Standardized Tests; Mathematical Logic; New York + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; School year 03; 3. Schuljahr; Schuljahr 03; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Unterrichtserfolg; Frühe Kindheit; Standadised tests; Standardisierter Test; Mathematical logics; Mathematische Logik
Abstract	In 2015 an urban school district reported that 84.6% of third graders did not demonstrate proficiency on the Math Standardized Test, which challenges students to solve problems and justify solutions. Since 2006 there has been a negative trend of proficiency levels on the New York State (NYS) Math Exam in third grade. I propose that students may be more academically successful if these skills needed for the NYS math exam begin in kindergarten and the teachers had high self-efficacy when teaching lessons that focus on justifying solutions. The purpose of this study was to explore kindergarten teachers' level of self-efficacy in their instruction in mathematics that challenges students to justify solutions. Further, kindergarten teachers' instructional strategies related to problem solving and justifying solutions were explored. The analysis of the data revealed a connection between self-efficacy and instructional strategies. The results of this study may be valuable for scholars and practitioners with interests in the instruction of mathematical principles in the early childhood educational environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01