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Improving Mathematical Self-Efficacy of Preservice Elementary Teachers.
- Source :
- Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies; 2023, Vol. 33 Issue 3, p271-284, 14p
- Publication Year :
- 2023
-
Abstract
- Preservice elementary teachers tend to have higher mathematics anxiety than other undergraduate majors, which can be mitigated through building self-efficacy. Teacher education programs can address this deficit through methods courses that provide opportunities for preservice teachers to construct mathematical concepts and practice instruction. For this study, the self-efficacy preservice teachers felt about teaching mathematics was assessed before and after completing a one-credit elementary education mathematics seminar. The course included research into student errors, open-ended mathematics tasks, and student reflection. The pre- and post-test data indicated that a statistically significant increase in self-efficacy, t(49) = 11.393, p <.05, with qualitative analysis of responses corroborating the positive effects of the course, especially of the student error analysis. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10511970
- Volume :
- 33
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies
- Publication Type :
- Academic Journal
- Accession number :
- 161761510
- Full Text :
- https://doi.org/10.1080/10511970.2022.2068092