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 |
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