Predictors of curriculum implementation level in elementary mathematics education: mathematics-related beliefs and teacher self-efficacy beliefs

Download
index.pdf
2015
Kabaoğlu, Kevser
Show full item record
264
views
177
downloads
The aim of the current study was to investigate the degree to which teachers' mathematics-related beliefs, teacher self-efficacy beliefs, and teacher demographics (gender, years of teaching experience, year of teaching experience in the current school, participation to in-service training programs) predict curriculum implementation in elementary mathematics classrooms. The sample of the study consisted of 322 elementary mathematics teachers working in public schools located in three central districts of Ankara. Data were collected with a survey instrument which was consisted of four main parts, specifically (1) Curriculum Implementation Scale, (2) Mathematics-Related Belief Scale, (3) Turkish Version of the Teachers‟ Sense of Efficacy Scale, and (4) Teacher Demographics Form. To provide evidence for reliability and validity of scales, exploratory and confirmatory factor analyses were carried out and internal consistency reliability was generated for each subscale. Hierarchical multiple regression analysis indicated that teachers‟ mathematics-related beliefs (traditional and constructivist mathematics-related beliefs) and teacher selfefficacy for student engagement significantly contributed the extent of curriculum implementation. On the other hand, teacher demographics could not show a significant influence on the degree of curriculum implementation.
Mathematics teachers., Teaching, Education, Curriculum enrichment., Mathematics
http://etd.lib.metu.edu.tr/upload/12619214/index.pdf
https://hdl.handle.net/11511/24864
Graduate School of Social Sciences, Thesis

Suggestions

Middle school mathematics teachers' use of textbooks and integration of textbook tasks into practice: a mixed methods study
Özgeldi, Meriç; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat; Department of Elementary Science and Mathematics Education (2012)
The current study aimed to explore middle school mathematics teachers’ use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Quest...
A Phenomenological study on incorporating the history of mathematics into teaching from the perspective of primary and mathematics teachers
Sözen, Sinem; Akyüz, Didem; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2013)
The aim of the present study is to describe the incorporating the history of mathematics into teaching approach from the perspectives of primary and middle grade mathematics teachers in the classroom environment by means of phenomenological research design. Two primary and two mathematics teachers participated in the study. Data collected from three interviews and two lesson hours observation were analysed based on phenomenological research design. The teachers’ background information and the essence of inc...
Secondary mathematics teachers’ mathematics related beliefs throughout a professional development program based on mathematical modelling
Ören Vural, Duygu; Çetinkaya, Bülent; Department of Secondary Science and Mathematics Education (2015)
The purpose of this qualitative study is to investigate in-service secondary school mathematics teachers’ mathematics related beliefs, to explore changes in their beliefs after they participated in a one-year professional development program (PDP) based on mathematical modelling as well as teachers’ perception about the effects of PDP on their belief change. Semi-structured interviews and an open-ended analogy questionnaire were the main data sources. Results showed that most of the teachers held more than ...
Technological pedagogical content knowledge (tpack) development of preservice middle school mathematics teachers in statistics teaching: a microteaching lesson study
Kurt, Gamze; Çakıroğlu, Erdinç; Department of Elementary Education (2016)
The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler an...
A Study on inservice teachers' attitudes toward and beliefs about mathematical problem solving
Çokçalışkan, Hasan; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012)
The main purpose of this study was to investigate elementary teachers’ and elementary mathematics teachers’ attitudes toward and beliefs about mathematical problem solving in terms of gender and grade level being taught. Moreover, the relationship between elementary teachers’ and elementary mathematics teachers’ attitudes and beliefs was evaluated in this study. The data were collected from 141 in-service elementary teachers who are teaching 4th and 5th graders and elementary mathematics teachers who are te...
Citation Formats
K. Kabaoğlu, “Predictors of curriculum implementation level in elementary mathematics education: mathematics-related beliefs and teacher self-efficacy beliefs,” M.S. - Master of Science, Middle East Technical University, 2015.
METU IIS - Integrated Information Service open@metu.edu.tr