We report here on research that explored the relationship between teachers’ mathematics self-efficacy and aspects of their pedagogical practices when teaching mathematics. Our data was collected through the National Monitoring Study of Students, a New Zealand study designed to understand student achievement at the primary school level. Achievement data, and contextual and background information was collected from 327 teachers of Year Four (aged 8/9) and Year Eight (aged 11/12) students across 181 nationally representative schools. A self-efficacy scale was constructed to measure teachers’ self-efficacy beliefs, and teacher questionnaire items were grouped into categories based on pedagogical approaches outlined by Anthony and Walshaw (2009). Teachers who reported high mathematics self-efficacy were found to more likely enact pedagogies known to be effective in the mathematics classroom.
|Number of pages
|Published - 2019
|42nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) : Mathematics Education Research: Impacting Practice - Curtin University, Perth, Australia
Duration: 30 Jun 2019 → 4 Jul 2019
|42nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)
|30/06/19 → 4/07/19