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ERIC Number: ED548739
Record Type: Non-Journal
Publication Date: 2012
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-1666-0
Mathematics Confidence, Grade-Level Choice, Gender, and Age in Preservice Teachers
Pearson, Lesley Knoth
ProQuest LLC, Ed.D. Dissertation, Alliant International University
Problem: The purpose of the study was to determine whether teachers' mathematics confidence influenced their choice of grade level. The study also examined whether there was a difference in teachers' mathematics confidence based on their age or gender. Method: A 6-item Mathematics Survey was distributed to 83 single-and multiple-subject preservice teachers at Point Loma Nazarene University in California. The survey asked the participants to rate their math confidence, to identify which grade they were most interested in teaching, and to address whether math confidence was an influence in choosing a specific grade. Participants were also asked to stated their current age and gender. Data were examined to determine whether there was a significant difference between age and gender groups based on perceived confidence in teaching mathematics. The data were analyzed using an independent samples t test to measure whether differences between were significant. A qualitative question asked participants to explain how they felt about teaching mathematics. Results: Analysis of the data revealed a significant difference between preservice teachers' age in years and their scores on a survey of confidence in teaching mathematics. This finding suggests that younger preservice teachers report higher mathematics confidence scores than older preservice teachers. Further analysis of the relationship between preservice teachers' choice to teach at a specific grade level and their scores on a survey of confidence in teaching mathematics revealed no significant relationships. This finding suggests that math confidence does not affect preservice teachers' preference of grade level. There was no significant difference between male and female preservice teachers and their math confidence. This finding suggests that math confidence does not differ based on gender. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California