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Survey data came from 181 third- to fifth-grade teachers across 26 schools (93% response rate), using the 36-item Indiana Mathematics Belief Scale, with 11 follow-up interviews. Descriptive, inferential, and qualitative thematic analyses were used. Findings showed no statistical differences between teachers in high- versus low-performing schools; qualitative results strengthened quantitative insights by highlighting the role teachers give to conceptual understanding. Implications and future research directions address professional development support for teaching problem strategies in mathematics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beliefs-of-teachers-in-urban-elementary-mathematics-classrooms-results-of-a-mixed-methods-study/591183/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beliefs-of-teachers-in-urban-elementary-mathematics-classrooms-results-of-a-mixed-methods-study/591183.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the mixed-methods study?","Question",{"text":112,"@type":113},"The study investigated the relationship between teachers’ mathematics problem-solving beliefs and contextual factors in urban Title I elementary schools, focusing on six belief constructs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected and analyzed?",{"text":117,"@type":113},"The researchers administered the 36-item Indiana Mathematics Belief Scale to 181 teachers and conducted interviews with 11 teachers. They then applied descriptive and inferential statistics and qualitative thematic analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"Did teachers in high-performing and low-performing schools differ in their beliefs?",{"text":121,"@type":113},"No. The study found no statistical differences between teachers in high- and low-performing schools across any of the six belief constructs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591183,1792192633,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","P-12 Research Studies  \nBELIEFS OF TEACHERS IN URBAN ELEMENTARY MATHEMATICS CLASSROOMS:  \nRESULTS OF A MIXED-METHODS STUDY  \nKenya Hall, Jefferson County Public Schools  \nMary E. Yakimowski, Samford University  \nAbstract  \nA mixed-methods study investigated the relationship between teachers within urban Title I elementary schools (e.g., high versus low performing) and their mathematics problem-solving beliefs in six constructs (perseverance, procedural, conceptual, importance, effort, and usefulness) . The 181 teachers of students in third to fifth grades in 26 schools (93% response rate) took the 36-item Indiana Mathematics Belief Scale, and 11 were interviewed. Descriptive and inferential statistics and qualitative thematic analysis were conducted. No statistical difference between teachers in high and low-performing schools in their mathematical beliefs was found in any of the six constructs. The qualitative results did deepen the quantitative findings in offering insights into teachers’ recognition of the importance of conceptual understanding in mathematics. The implications and directions for future research are discussed, including further inquiry on addressing professional development supports for teaching problem strategies in mathematics.  \nKeywords: urban education, mathematics beliefs, problem-solving  \nLead author’s note: The authors provide permission to publish this manuscript and to acknowledge Robert Stewart and Ann Marie Jemison, who, with the lead author, developed the dissertation, Educators’ Beliefs on Evidencebased Mathematical Problem-Solving Practices in High and Low Performing Urban Elementary Title I Schools. Correspondence concerning this article should be [addressed to ](addressed to khall12@samford.edu)[khall12@samford.edu](addressed to khall12@samford.edu).  \nIntroduction  \nAlthauser (2017) contended that the United States does not produce citizens who grasp logic, numbers, probability, and problem-solving skills. Evident in children and adults, mathematical innumeracy is defined as the “inability to deal comfortably with the fundamental notions of number and chance”(Paulos, 1988, p. 135) . The National Center for Education Statistics (NCES, 2003) found that 55% of American adults could not calculate the cost of ordering office supplies and determining whether a car had enough fuel to get to the next gas station. Similarly, mathematics literacy has long been a struggle for many students. Darling-Hammond et al. (2017) suggested that district and school leaders be encouraged to provide and participate in more systemic mathematical professional development, training, coaching, and collaboration for educators to improve instructional strategies with the goal of impacting student achievement. To assist teachers in implementing effective mathematical instructional strategies, school leaders should be at the forefront of being the lead learners and instructional leaders of these best practices. The foundation of mathematics literature starts at the elementary level of schooling.  \nBackground of the Study  \nPolicymakers and educational leaders turn to international, national, and statewide assessment results to grasp student mathematics performance trends, particularly for elementary grades. The Trends in International Mathematics and Science (TIMSS) measure and compare achievement scores among fourth-grade students. TIMSS uses benchmark performance characterized by four levels: advanced (minimum score of 625), high (550+), intermediate (475+), and low (400- ) on a reported scale from 0 to 1000 (M= 500, SD = 100) .  \nAccording to TIMMS results gathered by the Institute of Educational Studies ([https://nces.ed.gov/timss/](https://nces.ed.gov/timss/)), 47% of fourth-grade students in the United States scored high (i.e., 550 – 624), with their performance described as having the ability to apply knowledge and solve word problems involving operations with whole numbers, simple fractions, and two-place decimal","cbCaipnxXHHLWCrB","https://ap.wps.com/l/cbCaipnxXHHLWCrB","pdf",282116,18,"English","# Abstract\n# Introduction\n# Background of the Study","[{\"question\":\"What was the purpose of the mixed-methods study?\",\"answer\":\"The study investigated the relationship between teachers’ mathematics problem-solving beliefs and contextual factors in urban Title I elementary schools, focusing on six belief constructs.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"The researchers administered the 36-item Indiana Mathematics Belief Scale to 181 teachers and conducted interviews with 11 teachers. They then applied descriptive and inferential statistics and qualitative thematic analysis.\"},{\"question\":\"Did teachers in high-performing and low-performing schools differ in their beliefs?\",\"answer\":\"No. The study found no statistical differences between teachers in high- and low-performing schools across any of the six belief constructs.\"}]","BELIEFS OF TEACHERS IN URBAN ELEMENTARY MATHEMATICS CLASSROOMS - RESULTS OF A MIXED-METHODS STUDY | PDF",1792071293,45]