MAKING A DIFFERENCE - INCREASING ELEMENTARY PRE-SERVICE TEACHERS’ SELF-EFFICACY IN MATHEMATICS

Oct 15, 2026

Uploaded by dabgoudw

Institutions of Higher Education in the United States aim to strengthen teacher preparation quality, including practicum-embedded mathematics coursework. This study addresses reported variability in preservice teachers’ self-efficacy in mathematics and in teaching mathematics during senior-level practicum field experiences with elementary students. The research investigates how programs can better prepare preservice teachers to teach mathematics through targeted strategies to increase self-efficacy. Results indicate growth in both mathematics self-efficacy and teaching mathematics self-efficacy, informing program improvements aligned with CAEP expectations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Literature Review

MAKING A DIFFERENCE: INCREASING ELEMENTARY PRE-SERVICE TEACHERS’ SELF-EFFICACY IN MATHEMATICS JODIE L. BRINKMANN Longwood University ABSTRACT Institutions of Higher Education across the United States strive to improve the quality of teacher preparation programs. The institution where this study took place discovered an acute problem when preservice teachers were completing practicum-embedded mathematics coursework during a senior level practicum experience. Preservice teachers reported varying levels of selfefficacy in mathematics and self-efficacy in teaching mathematics, which presented significant challenges when working with elementary students in their field placements. The focus of this study was to investigate how teacher preparation programs can better prepare preservice teachers to teach mathematics in an elementary classroom. By more closely examining preservice teachers’self- efficacy in mathematics and examining specific strategies for increasing self-efficacy in teaching mathematics, teacher preparation programs can be more informed and bolster self-efficacy of teaching candidates. Findings from this study suggest growth in both participants’self-efficacy in mathematics and in teaching mathematics. These findings can shed light on how institutions of higher education can best prepare preservice teachers to be successful in an elementary mathematics classroom. This study can also be used as evidence of how universities use research to drive program development and improvements, which closely align with CAEP standards and expectations. INTRODUCTION Institutions of Higher Education across the United States strive to improve the quality of teacher preparation programs to meet the diverse needs of 21st century students. Preservice teachers (PT) are often required to complete practicum-embedded mathematics coursework as part of their programming. The National Council for Teachers of Mathematics (2014) assert that “students’understanding of mathematics, their ability to use it to solve problems, and their confidence in, and disposition toward mathematics are all shaped by the teaching they encounter in school”(p. 16-17) . This places an enormous responsibility on teacher preparation programs to ensure that elementary teachers are equipped with research-based best practices that foster high-levels of self-efficacy and self-efficacy in teaching mathematics. Institutions of Higher Education (IHE) that prepare teachers must satisfy the standards set forth by The Council for the Accreditation of Educator Preparation (CAEP), The Council of Chief State School Officers and The Interstate Teacher Assessment Consortium (InTASC) to ensure their teacher candidates have the knowledge, skills and dispositions needed to be highly effective classroom teachers. The institution where this study took place discovered an acute problem when PT was completing practicum-embedded mathematics coursework during a senior level practicum experience. Anecdotal records from professors, PT, and cooperating teachers in the field reflected varying levels of PT’ self-efficacy in mathematics and self-efficacy in teaching mathematics. For instance, some PT strongly disliked mathematics and were terrified to teach mathematics to young children; and others felt confident in their own mathematics abilities but were reluctant to teach mathematics to children. PT stated they needed more research-based strategies when working with diverse populations. They struggled to differentiate instruction and implement culturally Educational Planning 7 Vol. 26, No. 1 responsive pedagogy to help students build conceptual knowledge and understand the importance of mathematics in their everyday lives. According to Bates, Latham and Kim (2011), there is a direct correlation between PT’ confidence in teaching mathematics, teacher self-efficacy, and student achievement. Hence, the researcher sought to investigate the following as part of senior level practicum-

FAQs

What problem does the study focus on during practicum-embedded mathematics coursework?

Preservice teachers show varying levels of self-efficacy in mathematics and self-efficacy in teaching mathematics during senior-level practicum experiences, creating challenges when working with elementary students.

What is the main purpose of the study?

To examine how teacher preparation programs can better prepare preservice teachers to teach mathematics in an elementary classroom by focusing on self-efficacy in mathematics and strategies for increasing self-efficacy in teaching mathematics.

What do the study findings indicate about preservice teachers’ self-efficacy?

The findings suggest growth in both participants’ self-efficacy in mathematics and their self-efficacy in teaching mathematics, supporting improvements in preparation for elementary mathematics instruction.

Oct 15, 2026

Uploaded by dabgoudw