Beliefs of Efficacy and Elementary Teachers’ Computational Skills

Authors

Vanessa Hinton, Auburn UniversityFollow
Margaret FloresFollow
Kate Simmons

Abstract

Early mathematics content that is taught in elementary school lays the foundation for students’ advanced mathematics performance. Thus, researchers show it is important that pre-service elementary teachers build a strong background in numbers and operations, as well as efficacy beliefs in mathematics instruction. This study expands the literature in the investigation of pre-service teachers’ efficacy beliefs and mathematical knowledge by making comparisons of pre-service elementary teachers’ views of efficacy to their overall ability in computation skills. Results show that elementary pre-service teachers who demonstrated lower scores in efficacy beliefs also had significantly lower computation scores. Implications for teacher preparation are also discussed.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Hinton, Vanessa; Flores, Margaret; and Simmons, Kate (2014) "Beliefs of Efficacy and Elementary Teachers’ Computational Skills," Georgia Educational Researcher: Vol. 11: Iss. 1, Article 2.
DOI: 10.20429/ger.2014.110102
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol11/iss1/2