Pre-Service Teachers’ Belief About the Efficacy of Their Mathematics Teaching: A Case Study

Segarra, Jaime; Julià, Carme; Valls, Cristina

doi:10.30935/scimath/11236

EUR J SCI MATH ED

2021

DOI: 10.30935/scimath/11236

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Pre-Service Teachers’ Belief About the Efficacy of Their Mathematics Teaching: A Case Study

Jaime Segarra

Carme Julià

Cristina Valls

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2022

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Cited by 2 publications

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“…Mathematics anxiety and resilience concepts are some of the important "non-cognitive" dispositions towards mathematics. Researchers who study affective aspects of mathematics learning acknowledge that those affective dispositions influence people's learning of mathematics (Ashcraft, 2002;Bicer et al, 2020;Brewster & Miller, 2020;DeBellis & Goldin, 2006;Hembree, 1990;Lim & Chapman, 2012;Ma, 2011;Ma et al, 2014;Seah, 2016;Segarra, Julià, & Valls, 2021;Villavicencio & Bernardo, 2016;Valentine et al, 2004).…”

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confidence: 99%

Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia

Ersozlu¹,

Uşak

Blake

2022

J Ethn Cult Stud

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Mathematics anxiety is well known and studied concept. Most of the studies have been focused on the effects of mathematical anxiety on students’ academic achievement, especially from the viewpoint of analysing large national and international data sets. We aim to bring a different perspective to the existing research on mathematics anxiety and resilience by considering the measurement equivalence across cultures, so they can be compared fairly. We used Multi Group Invariance analysis with this purpose. Our findings suggested that full metric and partial scalar model invariance were confirmed which advise that the mathematics anxiety scale can be compared across two countries. We also ran multiple regression using Fisher’s Z to understand the reciprocal relationship among the variables across two samples. Preliminary results revealed that the perceived mathematics anxiety and perceived mathematics ability predict the measured mathematics anxiety equally well for both Australia and Russia.

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Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia

Ersozlu¹,

Uşak

Blake

2022

J Ethn Cult Stud

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Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education

Hourigan¹,

Leavy²

2022

EUR J MATH SCI ED

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<p style="text-align: justify;">Mathematics teaching efficacy is an important construct as confidence in one’s ability to teach influences teaching practices. This paper explores pre-service primary teachers’ mathematics teaching efficacy on entry to initial teacher education and the extent that pre-tertiary mathematics experiences and resultant beliefs affected their mathematics teaching efficacy. A mixed-methods approach combined the Mathematics Teaching Efficacy Beliefs Instrument (N=420) and qualitative interviews (N=30). The findings suggest medium personal mathematics teaching efficacy among participants with limited conceptions of what mathematics teaching involves. While uncertain regarding their immediate teaching ability, participants reported confidence regarding their potential. Mathematics teaching outcome expectancy was high; however, an undercurrent of conviction exists that external factors, most notably learners’ natural mathematical ability, are critical to student learning.</p>

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Pre-Service Teachers’ Belief About the Efficacy of Their Mathematics Teaching: A Case Study

Cited by 2 publications

References 22 publications

Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia

Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia

Pre-Service Primary Teachers’ Mathematics Teaching Efficacy on Entry to Initial Teacher Education

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