The purpose of this study was to investigate the formal mathematics educational training of elementary grade teachers as well as their perceived levels of self-efficacy regarding the Georgia Performance Standards for mathematics. This study investigated 129 first through fifth grade teachers in Northeast Georgia. The researcher administered a questionnaire that inquired into the types and amount of high school and college mathematics courses for which credit was received, professional learning as an inservice teacher, as well as perceived self-efficacy levels regarding the Georgia Performance Standards for mathematics. Data analysis included a computation of the means of training and self-efficacy and a Pearson correlation. Data analysis found there was no effect of formal educational training on perceived self-efficacy in regard to the Georgia Performance Standards for mathematics. The findings did reveal most respondents did not acquire advanced levels of mathematics courses in high school or college. In addition, 36% of respondents indicated credit for Developmental Mathematics which is a remedial mathematics course.
|Advisor:||McCollum, Patricia M.|
|Commitee:||Leslie, Ron, Lucado, Charles|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Elementary education, Teacher education|
|Keywords:||Developmental mathematics, Elementary school teachers, Georgia Performance Standards, Mathematics training, Pedagogy, Self-efficacy|
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