The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

Khaled Abdullah Alshehri; Nasser Helmy Youssef

doi:10.29333/ejmste/12086

The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

Khaled Abdullah Alshehri^*
, Nasser Helmy Youssef

^*Corresponding author for this work

Education In Curriculum & Inst Department

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

This research study investigates how elementary teachers’ mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that MKT and its proxy measures (teaching experience, training type, and hours) were significant predictors of elementary mathematics teachers’ MSE level; however, the MKT was the strongest. Considering these results, the research recommends aligning the MKT and the MSE when building teacher preparation and professional development programs.

Original language	English
Article number	em2118
Journal	Eurasia Journal of Mathematics, Science and Technology Education
Volume	18
Issue number	6
DOIs	https://doi.org/10.29333/ejmste/12086
State	Published - 2022

Keywords

Elementary teachers
Mathematical knowledge for teaching
Mathematical self-efficacy
Teacher preparation program

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10.29333/ejmste/12086

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title = "The influence of mathematical knowledge for teaching towards elementary teachers{\textquoteright} mathematical self-efficacy",

abstract = "This research study investigates how elementary teachers{\textquoteright} mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that MKT and its proxy measures (teaching experience, training type, and hours) were significant predictors of elementary mathematics teachers{\textquoteright} MSE level; however, the MKT was the strongest. Considering these results, the research recommends aligning the MKT and the MSE when building teacher preparation and professional development programs.",

keywords = "Elementary teachers, Mathematical knowledge for teaching, Mathematical self-efficacy, Teacher preparation program",

author = "Alshehri, \{Khaled Abdullah\} and Youssef, \{Nasser Helmy\}",

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year = "2022",

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T1 - The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

AU - Alshehri, Khaled Abdullah

AU - Youssef, Nasser Helmy

N1 - Publisher Copyright: © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/)

PY - 2022

Y1 - 2022

N2 - This research study investigates how elementary teachers’ mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that MKT and its proxy measures (teaching experience, training type, and hours) were significant predictors of elementary mathematics teachers’ MSE level; however, the MKT was the strongest. Considering these results, the research recommends aligning the MKT and the MSE when building teacher preparation and professional development programs.

AB - This research study investigates how elementary teachers’ mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that MKT and its proxy measures (teaching experience, training type, and hours) were significant predictors of elementary mathematics teachers’ MSE level; however, the MKT was the strongest. Considering these results, the research recommends aligning the MKT and the MSE when building teacher preparation and professional development programs.

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KW - Mathematical knowledge for teaching

KW - Mathematical self-efficacy

KW - Teacher preparation program

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DO - 10.29333/ejmste/12086

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JF - Eurasia Journal of Mathematics, Science and Technology Education

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The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

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