The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy
Khaled Abdullah Alshehri 1 * , Nasser Helmy Youssef 1
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1 Curricula and Instruction Department, College of Education, Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA
* Corresponding Author

Abstract

This research study investigates how elementary teachers’ mathematical knowledge for teaching (MKT) relates to their mathematical self-efficacy (MSE) and whether the MKT can predict the MSE. Researchers administered the MSE scale and the MKT test to 86 in-service elementary mathematics teachers. Two-step regression analyses results indicated that MKT and its proxy measures (teaching experience, training type, and hours) were significant predictors of elementary mathematics teachers’ MSE level; however, the MKT was the strongest. Considering these results, the research recommends aligning the MKT and the MSE when building teacher preparation and professional development programs. The implications for teacher preparation and developmental programs are further discussed.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/12086

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 6, Article No: em2118

Publication date: 14 May 2022

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