### Student-Teachers’ Beliefs towards Learning Mathematics and Beliefs of Mathematics Teaching Efficacy and their Relation to their Perception of the Development of Pupils’ Understanding of Mathematics

#### Abstract

The present study aimed at investigating the student-teachers’ beliefs towards learning mathematics, and beliefs of mathematics teaching efficacy and their relation to their perception of the development of pupils’ understanding of mathematics. Three measures were used in this study: The beliefs towards learning mathematics, the mathematics teaching efficacy beliefs, and the mathematics teacher's perception of the development of pupils’ understanding. Validity and reliability were established. A sample of student-teachers participated in the study. The results of the study showed that the more the positive student-teachers’ beliefs towards learning mathematics, the greater their mathematics teaching-efficacy was. Similarly, the greater the positive student-teachers’ belief towards learning mathematics, the more they become aware of the development of pupils’ understanding of mathematics. Finally, increasing the teaching efficacy of mathematics student-teachers was associated with an increase in their perception of the development of pupils’ understanding of mathematics. Both beliefs and teaching efficacy explained significant variance in the perception of their pupils’ understanding of mathematics.

#### Keywords

#### Full Text:

PDF#### References

ريان، عادل. (2010). معتقدات الطلبة المعلّمين نحو تعلّم الرياضيات وتعليمها. مجلة الجامعة الإسلامية (سلسلة الدراسات الإنسانية)، جامعة غزة، 18(2)، 719-751.

عابد، عدنان. (2002). معتقدات الطلبة معلّمي الرياضيّات نحو حلّ المسألة ومدى تأثرها بتحصيلهم ومعتقداتهم بفاعليتهم التدريسية. المجلّة التربويّة، جامعة الكويت، 17(65)، 43-72.

Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers’ beliefs about mathematics and mathematics learning: Rationale and development of a constructed response-format beliefs survey. School Science and Mathematics, 104, 56–69.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.

Bates, A., Latham, N., & Kim, J. (2011). Linking pre-service teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111, 325-333.

Battista, M. (1994). Teacher belief and the reform movement in mathematics education. Phi Delta Kappan, 75(2), 462-470.

Beswick, K. (2006).The Importance of Mathematics Teachers' Beliefs. Australian Mathematics Teacher, 62(4), 17-22.

Chen, J., McCray, J., Adams, M. (2014). A survey study of early childhood teachers’ belief and confidence about teaching early math. Early Childhood Education Journal, 42(6), 367–377.

Cherry, K. (2016). Self-Efficacy: Why Believing in Yourself Matters. Retrieved from http://psychology.about.com/od/theoriesofpersonality /a/self_efficacy.htm

Colin, G. (2002). Effective teaching: exercising self-efficacy and thought control of action. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England, (12-14 September 2002).

Enochs, L., Smith, P., & Huiker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194-202.

Evans, D.B. (2003). Early childhood (K-5) pre-service teachers' beliefs about mathematics, teaching mathematics and learning mathematics. Georgia Southern University, Dissertation.

Ford, M. (1994). Teachers’ beliefs about mathematical problem solving in the elementary school. School Science and Mathematics, 94(6), 314-322.

Forgasz, H. J., & Leder, G. C. (2008). Beliefs about mathematics and mathematics teaching. In P. Sullivan & T. Wood (Eds.), Knowledge and beliefs in mathematics teaching and development (pp. 173–192). Rotterdam, the Netherlands: Sense.

Gibbs, C. (2002). Effective teaching: Exercising self-efficacy and thought control of action. Paper presented at the Annual Conference of the British Educational Research Association, 12-14 September, University of Exeter, England.

Gordon, L. M. (2001). High teacher efficacy as a marker of teacher effectiveness in the domain of classroom management. San Diego, CA. Paper presented at the Annual Meeting of the California Council on Teacher Education, (Fall 2001).

Handal, B. (2003). Teachers’ Mathematical Beliefs: A Review. The Mathematics Educator, 13(2), 47–57.

Handal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59–69.

Hoy, A. W. (2000). Changes in teacher efficacy during the early years of teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Hudson, R., Kloosterman, P., & Galindo, E. (2012). Assessing Pre-service Teachers Beliefs about the Teaching and Learning of Mathematics and Science. School Science and Mathematics, 112(7), 433-442.

Kim, B. (2007). Teachers’ Beliefs That Matter in Secondary Mathematics Classrooms. Educational Studies in Mathematics, 65(1), 95–120.

Kloosterman, P. (2002). Beliefs about Mathematics and Mathematics Learning in the Secondary School: Measurement and Implications for Motivation. In G. C. Leder, E. Pehkonen & G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education? (pp. 247-270). Dordrecht: Kluwer Academic Publishers.

Leder, G. C., Pehkonen, E., & Törner, G. (Eds.) (2002). Beliefs: A hidden variable in mathematics education? Dordrecht, the Netherlands: Kluwer.

Maaß, J., & Schlöglmann, W. (2009). Beliefs and attitudes in mathematics education: New research results. Rotterdam: Sense Publishers.

National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: a quest for coherence. Reston, VA: Author.

National Council of Teachers of Mathematics. (2007). Mathematics teaching today: Improving practice, improving student learning. Reston, VA: Author.

National Council of Teachers of Mathematics.(2000). Principles and Standards for School Mathematics. Reston, VA: Author.

National Research Council. (2002). Helping Children Learn Mathematics. Edited by Jeremy Kilpatrick and Jane Swafford, Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Norton, A. H., & McCloskey, A. (2008). Teaching experiments and professional development. Journal for Mathematics Teacher Education, 11, 285–305.

Norton, A., & D’Ambrosio, B. S. (2008). ZPC and ZPD: Zones of teaching and learning. Journal for Research in Mathematics Education, 39, 220–246.

Philipp, R. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester, Jr. (Ed.) Second handbook of research on mathematics teaching and learning (pp. 257-315). Charlotte, NC: Information Age Publishing.

Protheroe, N. (2008). Teacher Efficacy: What Is It and Does It Matter? Principal, 87(5), 42-45.

Rich, Y., Lev, S., & Fischer, S. (1996). Extending the concept and assessment of teacher efficacy. Educational and Psychological Measurement, 56(6), 1015-1025.

Ryang, D. (2010). The development of the mathematics teaching self-efficacy scales for Korean elementary and secondary pre-service teachers. The University of Alabama, Dissertation.

Siegle, D. (2003). Influencing student mathematics self-efficacy through teacher training. Paper Presented at The Annual Meeting Of The American Research Association, Chicago, IL.

Smith, K. (2014). How Teacher Beliefs About Mathematics Affect Student Beliefs About Mathematics. Honors Theses and Capstones. 193.

Staub, F. C., & Stern, E. (2002). The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94, 344–355.

Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh & A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 267- 307). Hillsdale, NJ: Erlbaum.

Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teacher's beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226.

Swars, S., Hart, L. C., Smith, S. Z., Smith, M. E., & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107, 325–335.

Ünlü, M, & Ertekin, E. (2013). The relationship between mathematics teaching self-efficacy and mathematics self-efficacy. Procedia - Social and Behavioral Sciences. 106, 3041-3045.

Yates, S. M. (2006). Elementary teachers’ mathematics beliefs and teaching practices after a curriculum reform. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Refereed proceedings 30th Conference of the International Group for the Psychology of Mathematics Education. Vol. 5, pp. 433-440. Prague, PME.

Zakaria, E., & Musiran, N. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. School Sciences, 5(4), 346-351.

Ziemba, L. (2007). Increasing Student Confidence and Knowledge through Student Presentations. Summative Projects for MA Degree. Retrieved from http://digitalcommons.unl.edu/mathmidsummative/30.

DOI: http://dx.doi.org/10.24200/jeps.vol14iss3pp572-583

### Refbacks

- There are currently no refbacks.

Copyright (c) 2020 Adnan S. Al-Abed

JEPS 2017-CC BY-ND

This journal and its content is licensed under a Attribution-NoDerivatives 4.0 International.