Beliefs of Teachers in Urban Elementary Mathematics Classrooms: Results of a Mixed-Methods Study

Autor/inn/en	Hall, Kenya; Yakimowski, Mary E.
Titel	Beliefs of Teachers in Urban Elementary Mathematics Classrooms: Results of a Mixed-Methods Study
Quelle	In: Alabama Journal of Educational Leadership, 9 (2022), S.23-40 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-8115
Schlagwörter	Teacher Attitudes; Elementary School Mathematics; Urban Schools; Problem Solving; Grade 3; Grade 4; Grade 5; Elementary School Teachers; Learning Strategies; Disadvantaged Schools; Mathematics Achievement; Low Achievement; High Achievement; Teacher Surveys; Alabama + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementare Mathematik; Schulmathematik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung
Abstract	A mixed-methods study investigated the relationship between teachers within urban Title I elementary schools (e.g., high versus low performing) and their mathematics problem-solving beliefs in six constructs ("perseverance," "procedural," "conceptual," "importance," "effort," and "usefulness"). The 181 teachers of students in third to fifth grades in 26 schools (93% response rate) took the 36-item "Indiana Mathematics Belief Scale," and 11 were interviewed. Descriptive and inferential statistics and qualitative thematic analysis were conducted. No statistical difference between teachers in high and low-performing schools in their mathematical beliefs was found in any of the six constructs. The qualitative results did deepen the quantitative findings in offering insights into teachers' recognition of the importance of conceptual understanding in mathematics. The implications and directions for future research are discussed, including further inquiry on addressing professional development supports for teaching problem strategies in mathematics. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01