The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy

Khaled Abdullah Alshehri; Nasser Helmy Youssef

doi:10.29333/ejmste/12086

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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.

Keywords

teacher preparation program
elementary teachers
mathematical knowledge for teaching
mathematical self-efficacy

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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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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Alshehri, K. A., & Youssef, N. H. (2022). The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2118. https://doi.org/10.29333/ejmste/12086

Vancouver

Alshehri KA, Youssef NH. The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy. EURASIA J Math Sci Tech Ed. 2022;18(6):em2118. https://doi.org/10.29333/ejmste/12086

AMA

Alshehri KA, Youssef NH. The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy. EURASIA J Math Sci Tech Ed. 2022;18(6), em2118. https://doi.org/10.29333/ejmste/12086

Chicago

Alshehri, Khaled Abdullah, and Nasser Helmy Youssef. "The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 6 (2022): em2118. https://doi.org/10.29333/ejmste/12086

Harvard

Alshehri, K. A., and Youssef, N. H. (2022). The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2118. https://doi.org/10.29333/ejmste/12086

MLA

Alshehri, Khaled Abdullah et al. "The influence of mathematical knowledge for teaching towards elementary teachers’ mathematical self-efficacy". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 6, 2022, em2118. https://doi.org/10.29333/ejmste/12086