Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne

doi:10.14221/ajte.2015v40n9.3

Cited by 11 publications

(15 citation statements)

References 83 publications

(140 reference statements)

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“…The information gained from these research support the findings of this study, that is difficulties in MKT task of pre-service mathematics teachers in the final year of the program. Other findings of this study were that female pre-service mathematics teachers were not significantly scored better than the male counterpart which was coincided with an overview on sex differences relative to aspects of MKT achievement (Corkin, Ekmekci, & Papakonstantinou, 2015). Moreover, teacher educators are one of the determinants parts for the quality teaching-learning process.…”

Section: Discussionsupporting

confidence: 81%

The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching

Tefera

Atnafu

Michael

2021

EURASIA J Math Sci Tech Ed

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Section: Discussionsupporting

confidence: 81%

The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching

Tefera

Atnafu

Michael

2021

EURASIA J Math Sci Tech Ed

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“…That said, proper attention must be paid towards the development of teachers' beliefs about mathematics and teaching of mathematics and knowledge in mathematics because the selfefficacy and epistemic beliefs are associated with MKT (Corkin, Ekmekci, & Papakonstantinou, 2015;Hill et al, 2005). However, this relation is not well-established ; and further research is needed to understand whether the development of adaptive forms of these beliefs is necessary for teachers to increase their MKT through PD (Stevens & Wenner, 1996).…”

Section: Discussionmentioning

confidence: 99%

A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement

Ekmekci¹,

Corkin²,

Fan³

2019

AJTE

Self Cite

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Teachers' content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers'-who teach in high-poverty urban schools-professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students' math achievement. Hierarchical linear modeling (HLM) results indicated that although students' prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers' MKT and holding a bachelor's degree in mathematics had significant positive effects on students' math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers' mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers' mathematical knowledge for teaching, especially for urban school teachers.

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“…The first is that teachers who have the same cultural background but differ in their years of experience may vary in their beliefs about mathematics. While this claim is supported by some researchers (Corkin et al, 2015), others have reached contradictory conclusions (Nisbet & Warren, 2000). The second is that different cultural structures may impact teachers' mathematical beliefs.…”

Section: Discussionmentioning

confidence: 93%

Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices

Güler

Çelik

2023

EUR J SCI MATH ED

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Observing 17 teachers for a total of 116 hours, this paper examined whether a relationship between the beliefs of novice mathematics teachers and their classroom practices exists. A Spearman correlation analysis showed a modest relation between beliefs about the nature of mathematics and about learning mathematics, while the relationship between beliefs about mathematics achievement and these other two components was weak and statistically insignificant. Unexpectedly, the relationship between teachers’ beliefs and their teaching practices has been found to be much different than anticipated, and in some cases, the relationships were even negative. The researchers conclude with a discussion of further implications.

show abstract

Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Cited by 11 publications

References 83 publications

The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching

The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching

A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement

Are beliefs believable? An investigation of novice mathematics teachers’ beliefs and teaching practices

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