
06245912
j
2014a.00173
Briley, Jason S.
The relationships among mathematics teaching efficacy, mathematics selfefficacy, and mathematical beliefs for elementary preservice teachers.
Issues Undergrad. Math. Prep. Sch. Teach., J. 5, Teacher Attributes, 13 p., electronic only (2012).
2012
Texas Tech University, Department of Mathematics and Statistics, Lubbock, TX
EN
C29
C49
B50
selfefficacy
teacher educators
elementary school teachers
mathematics teachers
teacher effectiveness
preservice teachers
student teacher attitudes
mathematical beliefs
http://www.k12prep.math.ttu.edu/journal/attributes/briley01/article.pdf
Summary: Ninetyfive elementary preservice teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics selfefficacy, and mathematical beliefs. The preservice teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were more likely to possess more sophisticated beliefs as well as were more likely to have more confidence in solving mathematics problems. Mathematical beliefs also had a statistically significant effect on mathematics teaching efficacy and on mathematics selfefficacy. Thus, the significant relationship between mathematical beliefs and mathematics teaching efficacy should be acknowledged by mathematics teacher educators.