Abstract
Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy for teaching mathematics after engaging in the elementary methods course. Preservice teachers reported that their understanding of various instructional practices changed significantly from a “tell, show, and do” model to an approach utilizing interactive and engaging activities. They also reported that their attitude toward mathematics had improved significantly and that there had been a direct impact on their confidence for teaching mathematics as a result of the structure of the elementary math methods course.
Highlights
The preparation of preservice elementary teachers to provide effective math instruction can be a challenging responsibility for any teacher education program, especially in today’s society where it is acceptable to share sentiments of dislike, indifference, and failure in math
After completion of the math methods course and clinical experience in elementary classrooms, the preservice teachers’ conversations of math teaching changed from describing a teacher in a classroom much like a conductor of an orchestra, all that can be seen is a person waving their arms -to what cannot be seen under the stage- all the preparation to get to the beautiful music
The reality of the minute-to-minute implementation of instruction, classroom management with the use of manipulatives, and orchestrating multiple opportunities to practice what was learned in class, proved to be a challenge for most of the preservice teachers observed
Summary
The preparation of preservice elementary teachers to provide effective math instruction can be a challenging responsibility for any teacher education program, especially in today’s society where it is acceptable to share sentiments of dislike, indifference, and failure in math. Elementary preservice teachers express higher levels of mathematics anxiety than other undergraduate majors (Cady & Rearden, 2007; Harper & Daane, 1998) They describe their negative views of mathematics such as “mathematics is my enemy” and “math is something I hate” (Cady & Rearden, 2007). This mindset that failure in math is common, but acceptable and math is evil, must be addressed and a concentrated effort to eliminate it must be imposed if future generations of students are to improve in math achievement. Research on the factors contributing to student achievement in math repeatedly cite teacher expertise as one of the most important factors in determining student achievement (Ball, 1990; Ball, Thames, & Phelps, 2008; Battista, 1999; Darling-Hammond & Ball, 2004)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
