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HOW ELEMENTARY SCHOOL TEACHERS MATHEMATICAL SELF-EFFICACY AND MATHEMATICS TEACHING SELF-EFFICACY RELATE TO CONCEPTUALLY AND PROCEDURALLY ORIENTED TEACHING PRACTICES

Kahle, Diane Kay
http://rave.ohiolink.edu/etdc/view?acc_num=osu1211122861

Abstract Details

2008, Doctor of Philosophy, Ohio State University, Educational Theory and Practice.
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.
Sigrid Wagner, PhD (Advisor)
Patricia Brosnan, PhD (Committee Member)
Bostwick Wyman, PhD (Committee Member)
204 p.
Mathematics Education
Mathematics; Education; Teaching; Self-Efficacy; Procedural and Conceptual Understanding

Recommended Citations

Citations

  • Kahle, D. K. (2008). HOW ELEMENTARY SCHOOL TEACHERS MATHEMATICAL SELF-EFFICACY AND MATHEMATICS TEACHING SELF-EFFICACY RELATE TO CONCEPTUALLY AND PROCEDURALLY ORIENTED TEACHING PRACTICES [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211122861

    APA Style (7th edition)

  • Kahle, Diane. HOW ELEMENTARY SCHOOL TEACHERS MATHEMATICAL SELF-EFFICACY AND MATHEMATICS TEACHING SELF-EFFICACY RELATE TO CONCEPTUALLY AND PROCEDURALLY ORIENTED TEACHING PRACTICES. 2008. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1211122861.

    MLA Style (8th edition)

  • Kahle, Diane. "HOW ELEMENTARY SCHOOL TEACHERS MATHEMATICAL SELF-EFFICACY AND MATHEMATICS TEACHING SELF-EFFICACY RELATE TO CONCEPTUALLY AND PROCEDURALLY ORIENTED TEACHING PRACTICES." Doctoral dissertation, Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211122861

    Chicago Manual of Style (17th edition)

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© 2008, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12