Mathematics Fluency and Teaching Self-Efficacy of Teacher Candidates

Autor/inn/en	Rushton, Sheryl J.; Hadley, Kristin M.; Stewart, Penée W.
Titel	Mathematics Fluency and Teaching Self-Efficacy of Teacher Candidates
Quelle	In: Journal of the International Society for Teacher Education, 20 (2016) 2, S.48-56 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Mathematics Instruction; Preservice Teachers; Self Efficacy; Mathematics Skills; Teacher Competencies; Correlation; Teacher Effectiveness; Elementary School Teachers; Addition; Subtraction; Multiplication; Arithmetic; Scores; Student Evaluation; Student Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehrkunst; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Subtraktion; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Schulnote; Studentische Bewertung; Schülerbefragung; Statistische Analyse
Abstract	Developing high levels of mathematical skills in students is a concern for teachers worldwide, since most of the fastest growing occupations require significant mathematics or science preparation. Teachers need to be prepared to teach mathematics successfully. If teachers are not fluent in simple mathematical calculations, they may not feel confident in applying complex pedagogical content knowledge. This paper explores the association between mathematics fact fluency and mathematics teaching self-efficacy. Fifty-seven elementary teacher candidates completed two assessments. The first assessment was a mathematics fact fluency assessment evaluating the participants' fact fluency for the four basic mathematics operations: addition, subtraction, multiplication, and division. The second assessment was the commonly used Mathematics Teaching Efficacy Beliefs Instrument. Pearson r correlations were completed to examine the relationship between mathematics fact fluency and self-efficacy in teaching elementary mathematics. Positive relationships were found between participants' scores on the Mathematics Teaching Efficacy Beliefs Instrument and the addition and multiplication fact fluency scores. Personal mathematics teaching efficacy was related to addition fact fluency with higher teacher candidates' efficacy scores associated with the correct completion of more addition facts. Mathematics teaching outcome expectancy was positively related to addition, multiplication, and total facts completed. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01