The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers

Autor/inn/en	Akay, Hayri; Boz, Nihat
Titel	The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers
Quelle	In: Australian Journal of Teacher Education, 35 (2010) 1, S.59-75 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Mathematics Education; Self Efficacy; Statistical Analysis; Mathematics Teachers; Mathematics Instruction; Teacher Attitudes; Student Teacher Attitudes; Elementary School Teachers; Elementary School Mathematics; Problem Solving; Effect Size; Pretests Posttests; Likert Scales; Foreign Countries; Teaching Methods; Preservice Teachers; Turkey + Suchen Sie Ihr Suchwort? Mathematische Bildung; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Problemlösen; Likert-Skala; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	Research on mathematics teaching and learning has recently focused on affective variables, which were found to play an essential role that influences behaviour and learning. Despite its importance, problem posing has not yet received the attention it warrants from the mathematics education community. Perceived self-efficacy beliefs have been found to be a strong predictor of mathematical performance, while problem posing is considered to be a fundamental ability in mathematical learning. On the other hand majority of research in this area present a positive relation between attitude toward mathematics and success. Therefore, it is shown that attitude toward mathematics is a determinative of success or failure. In this respect this study examines the effect of problem posing instruction on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers. The study used a pre-test-intervention-post-test experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 82 elementary prospective mathematics teachers. In the result of data analysis, it was determined that the effect of problem posing instruction on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers was in a positive way and at significant level. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10