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An Investigation into Pre-Service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology

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Title: An Investigation into Pre-Service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology
Language: English
Authors: Hinton, Vanessa, Flores, Margaret, Burton, Megan, Curtis, Rebecca
Source: Issues in the Undergraduate Mathematics Preparation of School Teachers. Jun 2015 1.
Availability: Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
Peer Reviewed: Y
Page Count: 13
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Mixed Methods Research, Preservice Teachers, Special Education Teachers, Mathematics Skills, Self Efficacy, Teaching Methods, Teacher Competencies, Mathematics Instruction, Elementary School Mathematics, Computation, Problem Solving, Student Surveys, Teaching Skills, Scores, Questionnaires, Surveys
Abstract: The purpose of this mixed method study was to investigate future special education teachers' preparation for effectively teaching mathematics. During the last semester of their program, pre-service special education teachers completed elementary level mathematics computation and problem solving assessments, a mathematics efficacy beliefs survey, and an open-ended question about their teaching methods. The assessments were analyzed using qualitative and quantitative methods. Analysis revealed that participants who described their instruction as solely procedural in nature rated their teaching outcome expectancies lower and achieved lower computation scores than other participants. The results and their implications will be discussed.
Abstractor: As Provided
Number of References: 27
Entry Date: 2015
Accession Number: EJ1061104
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: An Investigation into Pre-Service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology
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  Data: <searchLink fieldCode="AR" term="%22Hinton%2C+Vanessa%22">Hinton, Vanessa</searchLink><br /><searchLink fieldCode="AR" term="%22Flores%2C+Margaret%22">Flores, Margaret</searchLink><br /><searchLink fieldCode="AR" term="%22Burton%2C+Megan%22">Burton, Megan</searchLink><br /><searchLink fieldCode="AR" term="%22Curtis%2C+Rebecca%22">Curtis, Rebecca</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Issues+in+the+Undergraduate+Mathematics+Preparation+of+School+Teachers%22"><i>Issues in the Undergraduate Mathematics Preparation of School Teachers</i></searchLink>. Jun 2015 1.
– Name: Avail
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  Data: Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
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  Data: Y
– Name: Pages
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this mixed method study was to investigate future special education teachers' preparation for effectively teaching mathematics. During the last semester of their program, pre-service special education teachers completed elementary level mathematics computation and problem solving assessments, a mathematics efficacy beliefs survey, and an open-ended question about their teaching methods. The assessments were analyzed using qualitative and quantitative methods. Analysis revealed that participants who described their instruction as solely procedural in nature rated their teaching outcome expectancies lower and achieved lower computation scores than other participants. The results and their implications will be discussed.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
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  Data: 27
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1061104
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1061104
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Surveys
        Type: general
    Titles:
      – TitleFull: An Investigation into Pre-Service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology
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          Name:
            NameFull: Hinton, Vanessa
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            NameFull: Flores, Margaret
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            NameFull: Burton, Megan
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            NameFull: Curtis, Rebecca
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          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2015
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              Value: 1
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            – TitleFull: Issues in the Undergraduate Mathematics Preparation of School Teachers
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