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Research Advances in the Mathematical Education of Pre-service Elementary Teachers pp 171–186Cite as

The Mathematics Backgrounds and Mathematics Self-efficacy Perceptions of Pre-service Elementary School Teachers

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Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This study aims to investigate the mathematics backgrounds and mathematics self-efficacy perceptions of pre-service elementary school teachers. It explores the existence of a link between the pre-service elementary school teachers’ years of university education and their mathematics self-efficacy. Finally, the study seeks to reveal the links between the pre-service elementary school teachers’ mathematics self-efficacy and other variables concerning their mathematics backgrounds. The study employed a survey method. The sample consisted of 209 pre-service teachers (66 male and 143 female). The study found that the mathematics self-efficacy perceptions of pre-service teachers do not change as they progress towards their university degree. However, variables concerning the mathematics backgrounds of the pre-service elementary school teachers affect their perceptions of mathematics self-efficacy. Therefore, individuals who intend to become teachers can be expected to perform better in their teaching practices if they have a high level of mathematics self-efficacy prior to commencing elementary school teacher education.

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Author information

Authors and Affiliations

  1. Fatih Faculty of Education, Elementary Education, Karadeniz Technical University, Trabzon, Turkey

    Gönül Güneş

Authors
  1. Gönül Güneş
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Corresponding author

Correspondence to Gönül Güneş .

Editor information

Editors and Affiliations

  1. Department of Education, University of Oxford, Oxford, United Kingdom

    Gabriel J. Stylianides

  2. Graduate School of Education, Utsunomiya University, Utsunomiya, Tochigi, Japan

    Keiko Hino

Appendix

Appendix

(This scale was applied originally in Turkish. Here, a translation is provided for information purposes only.)

Dear Prospective Teachers

This scale is developed within the framework of a scientific study. Your answers will be held in absolute confidence, and no personal assessment will be applied. The responses provided will be analyzed on a collective basis. Truthful and factual answers you will provide are crucial for the achievement of research objectives, as well as the quality of the study. In this sense, it is essential for the validity of the study, that answers provided for specified cases reflect the actual state of affairs.

Thank you for your time and participation.

  • Mathematics Background Form

Gender

 

Year 1–4

 

Grade point average (GPA)

 

Please state your favorite courses

 

Please state the courses you dislike most

 

Do you need help studying mathematics? What is the frequency of asking for help?

Do you deem yourself qualified enough for mathematics courses?

Do you deem your mathematics knowledge level adequate? If not, who do you think is responsible for this?

Have you had any unforgettable experience in mathematics courses to date? Could you please describe it?

Do you believe that you can teach mathematics well when doing your job?

  • Mathematics Self-Efficacy Scale

Please mark the most applicable option for the following statements.

 

Never

Rarely

Sometimes

Often

Always

1. I believe I am able to make effective use of mathematics in my daily life

     

2. I think in mathematical terms when planning my day/time

     

3. I believe mathematics is not the right occupation for me

     

4. I deem myself competent in terms of problem solving in mathematics

     

5. I can solve any mathematical problem if I work on it long enough

     

6. I feel like I am taking incorrect steps when solving problems

     

7. I panic when I face unexpected circumstances while solving a problem

     

8. I wander around mathematical constructs and theorems, and can come up with small discoveries

     

9. I know how to proceed when I come across some new issue in mathematics

     

10. I believe mathematics competence to match that of my colleagues is simply beyond me

     

11. I deem the time spent with problem solving mostly as a waste

     

12. I realize my self-confidence levels fall as I study mathematics

     

13. I can easily help people around me with their questions on mathematics

     

14. I can propose mathematical solutions to any problem in life

     

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Güneş, G. (2018). The Mathematics Backgrounds and Mathematics Self-efficacy Perceptions of Pre-service Elementary School Teachers. In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_12

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  • DOI: https://doi.org/10.1007/978-3-319-68342-3_12

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-68341-6

  • Online ISBN: 978-3-319-68342-3

  • eBook Packages: EducationEducation (R0)

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