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The Effects Of Emotional And Instrumental Support On Students’ Mathematical Attitudes, Victoria M. Calabrese
The Effects Of Emotional And Instrumental Support On Students’ Mathematical Attitudes, Victoria M. Calabrese
Honors College
This study tests to see if a correlation exists between students’ attitudes towards mathematics and teacher pedagogy through emotional and instrumental support. Emotional support is defined as an individual’s perception of a mathematics teacher as being warm, friendly, caring, and empathic (Katz & Gueta, 2010). Instrumental support is defined by an individual’s perception of a mathematics teacher’s instruction, whether the teacher is considered to be helpful, and if the teacher provides guidance when needed (Spielberger, 1979). Two surveys were administered and three interviews were conducted to investigate this hypothesis. The first survey consisted of 12 Likert scale items, 5 open-ended …
Preservice Teacher Self-Efficacy For Teaching Mathematics, Jade Mcguire
Preservice Teacher Self-Efficacy For Teaching Mathematics, Jade Mcguire
Honors College
Self-efficacy for teaching mathematics has an effect on students’ math achievement (Bandura, 1997; Stipek, Givvin, Salmon, & MacGyvers, 2001). It is therefore important that teachers have high self-efficacy for teaching mathematics. The purpose of this study was to discover if the University of Maine’s College of Education and Human Development’s teacher education program is doing enough to help elementary education majors feel confident in their ability to teach mathematics at the kindergarten through eighth grade levels. A modified version of the “Self-Efficacy for Teaching Mathematics Instrument”, or SETMI (McGee &Wang) was administered to one hundred and eleven elementary education majors …