Download full text
Download full text
ERIC Number: EJ1177047
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Mathematics Fluency and Teaching Self-Efficacy of Teacher Candidates
Rushton, Sheryl J.; Hadley, Kristin M.; Stewart, Penée W.
Journal of the International Society for Teacher Education, v20 n2 p48-56 2016
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.
Descriptors: 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
International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: email@example.com; Web site: http://isfte.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A