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Analyzing The Impact Of An Informal Mathematics Teaching Experience On Preservice Teacher Mathematics Teaching Self-Efficacy, Kayla Fruth
Honors Projects
A teacher’s sense of efficacy is their belief in their capability to successfully accomplish a specific task. Teachers with a high sense of efficacy exert more effort, persistence, and commitment to teaching, which leads to higher student achievement and attitudes. The purpose of this study is to determine how participation in an informal mathematics teaching experience impacts preservice teachers’ sense of mathematics teaching self-efficacy. This research was conducted at one informal mathematics teaching experience, during which, all participants completed pre-surveys and post-surveys rating their mathematics teaching self-efficacy using the MTEBI. Later, some participants were interviewed to gain insight into their …
In Their Words: Prospective Teachers' Experiences As A Context For Investigating Their Views Of Authority In A Mathematics Classroom, Brenda Lynn Rosencrans
In Their Words: Prospective Teachers' Experiences As A Context For Investigating Their Views Of Authority In A Mathematics Classroom, Brenda Lynn Rosencrans
Dissertations and Theses
Mathematics teacher educators enact inquiry-based preparatory courses with the underlying expectation that their students (prospective teachers) will take ownership (authority) of their mathematical learning through sharing their ideas and collaboratively discussing the reasonableness of their shared ideas. Yet, prospective teacher' expectations are often not yet in alignment with those of mathematics teacher educators, instead they enter these courses expecting their instructors to provide clear examples and directions for how to solve mathematics problems. This project investigates this dynamic through an authority lens, seeking to understand and characterize different views of authority prospective teachers hold and the impact these views have …