Connections between Pre-service Teachers’ Mathematical Dispositions and Self-efficacy for Teaching Mathematics

Authors

  • Jasmine M. Cruz Elgin Independent School District
  • Aaron T. Wilson University of Texas Rio Grande Valley http://orcid.org/0000-0003-0918-3790
  • Xiaohui Wang University of Texas Rio Grande Valley

Keywords:

teacher education, pre-service teachers, mathematical dispositions, self-efficacy, attitude surveys

Abstract

Mathematical dispositions (MD) and self-efficacy for teaching mathematics (SEFTM) are important elements of teachers’ beliefs that significantly influence their behaviors and educational practices in the classroom. This study looked at relationships between pre-service teachers’ (PSTs) MD and their SEFTM in connection with other descriptors related to their progress through the teacher education program and prior mathematical experiences. Survey data were collected from 238 PSTs at a midsized university in the US. Results include the finding that PSTs’ intended grade-level and subject approximately mirror their MD and SEFTM: those planning to be elementary school (generalist) teachers were slightly behind both middle and high school teachers, who had more positive MD, while both elementary and middles school PSTs were slightly behind high school-level mathematics content PSTs, who had the greatest SEFTM. Additionally, MD was a strong predictor of SEFTM, and both MD and SEFTM appear to be mediated by the influence upon PSTs of their prior mathematics teachers. Implications for teacher education and avenues for further research into these associations are offered.

Author Biography

Aaron T. Wilson, University of Texas Rio Grande Valley

Aaron T Wilson is an Assistant Professor in the School of Mathematical and Statistical Sciences at the University of Texas Rio Grande Valley in Edinburg, Texas. He is interested in the preparation of teachers of mathematics to work with students from diverse cultural and linguistic backgrounds, and especially in frameworks of teachers’ knowledge for this work. He also studies the impacts that informal mathematics learning experiences have in shaping students’ mathematical identities and career trajectories. He is director of a mathematical research and outreach lab, the Experimental Algebra and Geometry Lab (EAGL) at his institution. Furthermore, Dr. Wilson has written about his work in peer-reviewed research and practitioner journals in mathematics education.

References

Cruz, J.M., Wilson, A.T., & Wang, X. (2019). Connections between pre-service teachers’ mathematical dispositions and self-efficacy for teaching mathematics. International Journal of Research in Education and Science (IJRES), 5(2), 400-420.

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Published

2018-12-22

Issue

Vol 5, No 2 (2019)

Section

Articles

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