Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools - Paper

Oct 15, 2026

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This paper examines antecedents of three types of educational beliefs about mathematics among 151 in-service teachers working predominantly in high-poverty schools. Research across countries shows such teachers are less likely to enact mathematics instruction aligned with reform standards from national and international organizations. Regression analyses indicate mathematics-teaching experience and mathematics college coursework shape changes in self-efficacy through professional development, while evolving epistemic beliefs strongly predict mathematical knowledge for teaching. Findings support professional development that promotes adaptive beliefs in high-poverty contexts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Introduction

Role of teachers’ educational beliefs

Instructional challenges in high-poverty schools

Abstract

Study purpose and context

Key predictors from regression analyses

Australian Journal of Teacher Education | Volume 40 | Issue 9 | Article 3 | | --- | --- | 2015 Antecedents of Teachers’Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools DanyaM. Corkin Rice University, [danya.m.corkin@rice.edu](danya.m.corkin@rice.edu) Adem Ekmekci Rice University, [ekmekci@rice.edu](ekmekci@rice.edu) Anne Papakonstantinou Rice University, [apapa@rice.edu](apapa@rice.edu) Recommended Citation Corkin, D. M., Ekmekci, A., & Papakonstantinou, A. (2015). Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools. Australian Journal of Teacher Education, 40 (9). [http://dx.doi.org/10.14221/ajte.2015v40n9.3](http://dx.doi.org/10.14221/ajte.2015v40n9.3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol40/iss9/3](http://ro.ecu.edu.au/ajte/vol40/iss9/3) Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools Danya Corkin Adem Ekmekci, Anne Papakonstantinou Rice University, United States of America Abstract: This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their change in self-efficacy beliefs through professional development. Findings also indicated that epistemic beliefs about mathematics, which became more availing through professional development, were the strongest predictor of their mathematical knowledge for teaching. Results may inform professional development programs in promoting adaptive educational beliefs among teachers in high poverty schools. Introduction At a time when perceived teacher effectiveness in the United States is minimized to the measurement of students’ achievement growth (Snyder & Dillow, 2011), and concerns over teacher quality have increased internationally (Leigh & Ryan, 2008; Rowe, 2003), it is imperative not to discount the role of teachers’ educational beliefs on effective instruction (Akay & Boz, 2010; Pajares, 1992) . Recognizing the importance of teachers’ educational beliefs, several researchers have noted its significant role in both teacher education, including professional development, and in teacher quality (Enochs, Smith, Huinker, 2000; Pintrich, 1990; Wilkins, 2008) . Consistent with this assertion, research has found an association between teachers’ beliefs and teacher effectiveness (Stipek, Givvin, Salmon, & MacGyvers, 2001) . For example, previous findings indicate that teacher’ beliefs about their ability to successfully perform teaching-related tasks (self-efficacy) influences the type of instructional strategies they adopt and their instructional effectiveness (Guskey, 1988; Stipek et al., 2001) . Students who are most in need of effective instruction are economically disadvantaged students as it is well documented that they tend to perform not as well on achievement tests compared to their more affluent peers (e.g., Aikens & Barbarin, 2008) . However, both national and international studies assessing teacher quality have consistently found that low-income students, unfortunately, receive l

FAQs

What does the study investigate about teachers in high-poverty schools?

It examines antecedents of three types of educational beliefs about mathematics among 151 in-service teachers working predominantly in high-poverty schools.

How did professional development relate to teachers’ beliefs?

Regression analyses show that mathematics-teaching experience was associated with initial self-efficacy, and mathematics college courses moderated how self-efficacy beliefs changed through professional development.

Which belief domain most strongly predicted teachers’ mathematical knowledge for teaching?

Epistemic beliefs about mathematics, which became more availing through professional development, were the strongest predictor of mathematical knowledge for teaching.

Oct 15, 2026

Upload by Ben