Dissertation/Thesis Abstract

How Elementary School Teachers' Mathematical Self-Efficacy and Mathematics Teaching Self-Efficacy Relate to Conceptually and Procedurally Oriented Teaching Practices
by Kahle, Diane Kay, Ph.D., The Ohio State University, 2008, 205; 10631025
Abstract (Summary)

The purpose of this mixed method study was to explore the relationships among the variables of mathematics self-efficacy, mathematics teaching self-efficacy, and procedurally or conceptually-oriented teaching methods. The study included 75 practicing elementary teachers who teach mathematics as well as other subjects. These teachers completed the Mathematics Teaching and Mathematics Self-Efficacy survey, designed as part of the study and based on the Mathematics Self-Efficacy Scale - Revised (MSES-R) and the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). Sixteen of the teachers also participated in an interview probing teaching methods for two mathematics topics the teachers believed they are most confident or least confident teaching. Interviews were assessed using the Conceptually and Procedurally Oriented Teaching Method Frequency Chart, designed as part of the study. Quantitative data analysis methods include descriptive statistics, Pearsons Product Moment correlation, and chi-square tests. Qualitative data analysis includes case study anecdotes for two of the interviewed teachers. Results indicate a strong relationship between mathematics self-efficacy and mathematics teaching self-efficacy and suggest that mathematics self-efficacy may be a precursor to mathematics teaching self-efficacy. Additionally, results indicate that when teaching their most confident mathematics topic teachers are more likely to use conceptually oriented teaching methods and when teaching their least confident mathematics topic teachers are more likely to use procedurally oriented teaching methods. This study offers findings to mathematics teacher educators and elementary mathematics teachers about the importance of developing mathematics self-efficacy and mathematics teaching self-efficacy because of their relationship to teachers choices of instructional methods. Additionally the two instruments developed in the study will help future researchers assess these variables.

Indexing (document details)
Advisor: Wagner, Sigrid
Commitee: Brosnan, Patricia, Wagner, Sigrid, Wyman, Bostwick
School: The Ohio State University
Department: Educational Theory and Practice
School Location: United States -- Ohio
Source: DAI-A 78/11(E), Dissertation Abstracts International
Subjects: Mathematics education, Elementary education, Educational psychology, Occupational psychology
Keywords: Education, Mathematics, Procedural and conceptual understanding, Self-efficacy, Teaching
Publication Number: 10631025
ISBN: 978-0-355-01330-6
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