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ERIC Number: ED547531
Record Type: Non-Journal
Publication Date: 2012
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-5046-3
Effects of Course Experiences on Self-Efficacy in Teaching Math: A Case Study of Preservice Elementary Teachers
Ogden, Michele A.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
Elementary students' math achievement in the United States is mediocre in comparison to that of students in other countries. Students in California perform below the national average on standardized tests. Reform efforts in mathematics education aim at proficiency in fact fluency, procedural knowledge, conceptual knowledge, and application of skills in problem solving. Teacher education programs have the responsibility of aligning goals of reform efforts and preservice teacher beliefs to current reforms in mathematics and preparing them to teach mathematics to students in grades K-6. This dissertation studies preservice teachers' perceptions of self-efficacy in teaching math procedurally and conceptually. Participants were students at the University of Southern California enrolled in EDUC 566-Pedagogy A, K-6 Mathematics and Science Teaching from a Sociocultural Perspective during the spring 2011 semester. A mixed-methods design was implemented. Instruments included pre-and post-condition surveys and two written reflection tasks. Despite reports of learning math through procedural methods in childhood, the course successfully increased preservice teachers' self-efficacy to teach procedural and conceptual math in elementary classrooms. Sixteen percent more preservice teachers preferred teaching math procedurally than conceptually and 50% more preferred teaching math in a K-2 classroom than in a 3-6 classroom. Preservice teachers found watching Integrating Mathematics and Pedagogy (IMAP) videos and using Mediated Learning Experiences to be most valued in preparation to teach conceptual math. All participants felt more prepared to teach math and expressed a value and responsibility for teaching conceptual math. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California