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Preservice Teachers' Experiences with, Beliefs about, Self-Efficacy in, and Instructional Practices for Mathematical Writing

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Title: Preservice Teachers' Experiences with, Beliefs about, Self-Efficacy in, and Instructional Practices for Mathematical Writing
Language: English
Authors: Erin Smith (ORCID 0000-0002-6726-628X), R. Alex Smith (ORCID 0000-0002-7143-3562), Madeline Price (ORCID 0000-0002-5194-6002), Michael Hebert (ORCID 0000-0003-4235-1266), Sarah Powell (ORCID 0000-0002-6424-6160)
Source: Investigations in Mathematics Learning. 2025 17(2):138-155.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Elementary Education
Descriptors: Preservice Teachers, Student Attitudes, Self Efficacy, Beliefs, Teaching Methods, Mathematics Instruction, Content Area Writing, Writing (Composition), Elementary Secondary Education, Electronic Learning, Elementary School Teachers, Special Education Teachers, Prior Learning, Experience, Student Interests
DOI: 10.1080/19477503.2024.2398958
ISSN: 1947-7503
2472-7466
Abstract: Students across grades K-12 may communicate their mathematical understanding via writing. Mathematical writing (MW) can include journaling about prior mathematical experiences, reflecting on a problem-solving strategy, providing feedback on a peer's strategy, and generating a mathematical proof. Although there are a wide range of MW activities, many teachers report that they do not provide MW instruction or utilize writing activities with their students. Such instructional decisions are tied to teachers' prior experiences with MW, beliefs about MW, and self-efficacy in teaching MW. Thus, in an effort to increase MW instruction for K-12 students, this study examined pre-service teachers' (PSTs') prior MW experiences and the impact of an online learning module on self-efficacy in teaching, beliefs about, and instructional decisions for MW. Participants were 111 elementary, special, or dual-education PSTs at one of the two universities. Findings indicated that PSTs had minimal prior MW experiences in their K-16 schooling but believed that MW was important before the module. After the module, PSTs' self-efficacy in teaching MW significantly increased. Further, PSTs' saw greater benefits of MW and demonstrated more sophisticated ways to utilize MW in mathematics teaching and learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496810
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496810
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Preservice Teachers' Experiences with, Beliefs about, Self-Efficacy in, and Instructional Practices for Mathematical Writing
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  Data: <searchLink fieldCode="AR" term="%22Erin+Smith%22">Erin Smith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6726-628X">0000-0002-6726-628X</externalLink>)<br /><searchLink fieldCode="AR" term="%22R%2E+Alex+Smith%22">R. Alex Smith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7143-3562">0000-0002-7143-3562</externalLink>)<br /><searchLink fieldCode="AR" term="%22Madeline+Price%22">Madeline Price</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5194-6002">0000-0002-5194-6002</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Hebert%22">Michael Hebert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4235-1266">0000-0003-4235-1266</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Powell%22">Sarah Powell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6424-6160">0000-0002-6424-6160</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Investigations+in+Mathematics+Learning%22"><i>Investigations in Mathematics Learning</i></searchLink>. 2025 17(2):138-155.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 18
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  Data: 2025
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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+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Writing%22">Content Area Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink>
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  Data: 10.1080/19477503.2024.2398958
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  Data: 1947-7503<br />2472-7466
– Name: Abstract
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  Data: Students across grades K-12 may communicate their mathematical understanding via writing. Mathematical writing (MW) can include journaling about prior mathematical experiences, reflecting on a problem-solving strategy, providing feedback on a peer's strategy, and generating a mathematical proof. Although there are a wide range of MW activities, many teachers report that they do not provide MW instruction or utilize writing activities with their students. Such instructional decisions are tied to teachers' prior experiences with MW, beliefs about MW, and self-efficacy in teaching MW. Thus, in an effort to increase MW instruction for K-12 students, this study examined pre-service teachers' (PSTs') prior MW experiences and the impact of an online learning module on self-efficacy in teaching, beliefs about, and instructional decisions for MW. Participants were 111 elementary, special, or dual-education PSTs at one of the two universities. Findings indicated that PSTs had minimal prior MW experiences in their K-16 schooling but believed that MW was important before the module. After the module, PSTs' self-efficacy in teaching MW significantly increased. Further, PSTs' saw greater benefits of MW and demonstrated more sophisticated ways to utilize MW in mathematics teaching and learning.
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496810
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496810
RecordInfo BibRecord:
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        Value: 10.1080/19477503.2024.2398958
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 138
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Content Area Writing
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      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Prior Learning
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      – SubjectFull: Experience
        Type: general
      – SubjectFull: Student Interests
        Type: general
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      – TitleFull: Preservice Teachers' Experiences with, Beliefs about, Self-Efficacy in, and Instructional Practices for Mathematical Writing
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              Type: published
              Y: 2025
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