Quantitative study: the correlation between mathematics beliefs and mathematics teaching confidence level of prospective elementary teachers in Indiana University.
Participants: Prospective elementary teachers in Indiana University.
Problem Statement
Teachers who are affected by mathematics beliefs are unlikely to generate enough motivation to teach their students, thus affecting the performance and beliefs of students in mathematics.
(Deci & Ryan’s (2008); Ryan & Deci’s (2000) self determination theory:
- Bandura’s (1986) social cognitive theory-students are likely to replicate their teacher’s behavior; mathematics beliefs could lower elementary teacher’s confidence and ultimately that of students (Shulman, 1987; Steen,1990).
- “Beliefs of prospective teachers about teaching mathematics as well as their level of pedagogical knowledge could influence instructional decisions”(Lortie, 1975, p.3).
Mathematics beliefs of preservice teachers could be the factor that decides on the confidence level of prospective elementary teachers.
Theoretical Base
Individuals often struggle to mobilize enough energy to see them through their work or other tasks in life. Likewise, teachers struggle with how to motivate those that they mentor, according to Deci & Ryan’s (2008);Ryan& Deci’s (2000) self determination theory.
Bandura’s (1986) social cognitive theory posits that the survival of humans, including learning, is dependent on the replication of other people’s actions.
The effect of mathematics beliefs on the teaching confidence of prospective elementary teachers will be explored on the basis of Deci & Ryan’s (2008;2000) self determination theory, and Bandura’s (1986) social cognitive theory.
Major Strands in the Literature
Overall teachers confidence:
- Mathematics and Beliefs;
- Previous mathematics experience;
- Social cognitive theory;
- Deci & Ryan’s self determination theory.
Influence on confidence levels:
- Deci & Ryan’s (2008:2000);
- Bandura’s (1986) social cognitive theory.
Research Questions
- How do the participants view mathematics?
- What is the relationship between their perception of mathematics and their levels of confidence?
- To what extent do these beliefs affect the participants’ confidence level?
Data to be Collected
- Data will be collected by using Beliefs Survey scores, Previous Mathematics Experience, and the level of influence scores (Burton et al., 2004; Fennema, 1992;Earnest,1989).
- The level of influence scores, Previous Mathematics Experience and Beliefs Survey scores will be collected using questionnaires.
Data Analysis
SPSS software will be used to analyze the scores and compute a frequency distribution for each category (Cooney, 1988).
“A Pearson correlation will be constructed to analyze the relationship among the following variables: the level of influence scores, mathematics beliefs scores, and previous mathematics experiences scores” (Burton et al., 2004, p. 1); Education Testing Services, (2001).
Conclusion
Teachers who are affected by mathematics beliefs are unlikely to generate enough motivation to teach their students, thus affecting the performance and beliefs of students in mathematics.
References
Bandura, A. (1986). Social Cognitive Theory. New Jersey: Prentice Hill.
Burton, J. et al. (2004). Relationships Among Prospective Elementary Teachers’ Beliefs About Mathematics Content Knowledge, and Previous Mathematics Course Experiences. Web.
Cooney, T. (1988). The issue of reform: What have we learned from yesteryear? Mathematics Teacher, 81(5), 352-372.
Deci, E. Ryan, M. (2008). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. and Ryan, M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-228.
Educational Testing Services. (2001). Understanding your praxis scores. Princeton, NJ:ETS.
Ernest, P. (1989). The knowledge, beliefs, and attitudes of the mathematics teacher: A model. Journal of Education for Teaching , 15, 13-34.
Fennema, E. (1992). Teachers’ knowledge and its impact. New York: Macmillan.
Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
Ryan, R. and Deci, E (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Shulman, S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Steen, L. (1990). On the shoulders of giants: New approaches. Washington, DC: National Academy Press.