Building Students Mathematics Self Efficacy Through Student Teacher Trust
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Building Students Mathematics Self Efficacy Through Student Teacher Trust
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Author : Kristin Emilia Harvey
language : en
Publisher:
Release Date : 2012
Building Students Mathematics Self Efficacy Through Student Teacher Trust written by Kristin Emilia Harvey and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
A current national priority is improving secondary school mathematics performance. Middle school students' trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher's competence, benevolence, openness, reliability, and honesty. To determine the effect of trust in a teacher on student mathematics self-efficacy while accounting for the non-independence due to shared classroom experiences, hierarchical linear modeling will be utilized. Controlling for prior achievement, mathematics self-efficacy is expected to be higher for students who perceive their mathematics teacher meets more of the criteria for trust, with a stronger effect for low-achieving students. The implications of the outcomes of the proposed study suggest the creation of a training program to facilitate trust building between students and teachers. This report also includes an evaluation plan which details the components of the trust building program, a model for the program, and the proposed method to measure the reported outcomes.
Tracking The Longitudinal Effects Of Student Teacher Trust On Mathematics Self Efficacy For High School Students
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Author : Kristin Emilia Harvey
language : en
Publisher:
Release Date : 2013
Tracking The Longitudinal Effects Of Student Teacher Trust On Mathematics Self Efficacy For High School Students written by Kristin Emilia Harvey and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
A current national priority is improving secondary school mathematics performance. National initiatives have attempted to help improve student achievement through curricular changes and stringent testing requirements; yet, these initiatives fail to consider the importance of student-teacher relationships in student motivation and achievement. High school students' trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher's competence, benevolence, openness, reliability, and honesty. The aim of my study is to determine the effect of trust in a teacher on student mathematics self-efficacy over the course of a school year, accounting for differences between individual students. The sample consisted of 230 ninth through twelfth grade students (57% girls) from a large high school in central Texas. Students reported their trust in their math teachers and their math self-efficacy at 4 time points. Growth curve modeling was utilized to model the effect of trust on self-efficacy over time. The results indicate that trust predicted self-efficacy over the course of the school year such that for a one point change in trust there was a corresponding .4 point change in self-efficacy. Gender was also a significant predictor of self-efficacy, with girls reporting lower self-efficacy on average. However, girls did not report lower trust, and the relation between trust and self-efficacy was not moderated by gender. Inasmuch as future studies should seek to expand on these findings, this study is an important first step into investigating the link between trust in teachers and self-efficacy. The results of this study serve to inform teachers, researchers, and policy makers of the importance of recognizing student-teacher relationships as an important factor in building student confidence and motivation.
Learning Mathematics Successfully
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Author : Clark J Hickman
language : en
Publisher: IAP
Release Date : 2019-09-01
Learning Mathematics Successfully written by Clark J Hickman and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-09-01 with Education categories.
The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Developing Assessment Capable Visible Learners Grades K 12
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Author : Nancy Frey
language : en
Publisher: Corwin Press
Release Date : 2018-01-11
Developing Assessment Capable Visible Learners Grades K 12 written by Nancy Frey and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-01-11 with Education categories.
“When students know how to learn, they are able to become their own teachers.” —Nancy Frey, Douglas Fisher, and John Hattie Imagine students who describe their learning in these terms: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” Now imagine the extraordinary difference this type of ownership makes in their progress over the course of a school year. This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement.
From Beliefs To Dynamic Affect Systems In Mathematics Education
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Author : Birgit Pepin
language : en
Publisher: Springer
Release Date : 2014-10-21
From Beliefs To Dynamic Affect Systems In Mathematics Education written by Birgit Pepin and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-21 with Education categories.
This book connects seminal work in affect research and moves forward to provide a developing perspective on affect as the “decisive variable” of the mathematics classroom. In particular, the book contributes and investigates new conceptual frameworks and new methodological ‘tools’ in affect research and introduces the new field of ‘collectives’ to explore affect systems in diverse settings. Investigated by internationally renowned scholars, the book is build up in three dimensions. The first part of the book provides an overview of selected theoretical frames - theoretical lenses - to study the mosaic of relationships and interactions in the field of affect. In the second part the theory is enriched by empirical research studies and provides relevant findings in terms of developing deeper understandings of individuals’ and collectives’ affective systems in mathematics education. Here pupil and teacher beliefs and affect systems are examined more closely. The final part investigates the methodological tools used and needed in affect research. How can the different methodological designs contribute data which help us to develop better understandings of teachers’ and pupils’ affect systems for teaching and learning mathematics and in which ways are knowledge and affect related?
Building Self Efficacy In Mathematics Through Daily Differentiation
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Author : Carol L. Nenni
language : en
Publisher:
Release Date : 2011
Building Self Efficacy In Mathematics Through Daily Differentiation written by Carol L. Nenni and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Dissertations, Academic categories.
"This action research study examined the effects on student self-efficacy of daily participation in mathematics differentiation activities in a third grade classroom (N=19). The student-run math groups focused on daily vocabulary and problem solving, and were led by a student Capable Peer (Vygotsky, 1978) who directed the group's discussions. Assessment data, student work samples, and math autobiographies were examined, along with teacher/researcher observational notes to examine the effects of daily differentiation on student math self-efficacy , or "the belief in one's ability to act in a way that helps one successfully manage events" (Bandura, 1986). The analysis of student assessment results and written reflections, along with researcher observations, indicated that math groups in which students shared skills and strategies provided an opportunity to strengthen math vocabulary and problem solving skills, yielding students with increased math self-efficacy who look forward to the coming years in their math education with confidence ." -- Abstract, p. 1.
Importance Of Trust For Developmental Mathematics Instructors In Massachusetts Community Colleges
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Author : Gail Young Hilyard
language : en
Publisher:
Release Date : 2013
Importance Of Trust For Developmental Mathematics Instructors In Massachusetts Community Colleges written by Gail Young Hilyard and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Community college students categories.
This research study examined the importance of trust between instructor and students learning developmental mathematics in classrooms at 15 community colleges across Massachusetts. The study involved gathering new data using focus groups, field notes, surveys, and follow-up interviews with instructors and departmental chairs. Qualitative analysis was used to find emergent themes and connections to math anxiety and motivation. The study identified seven salient qualities of trust: respect, safe environment for students, belief in student's ability, care for student, competence of instructor, building over time, and destruction by betrayal. Instructors reported that increased classroom participation and student connection to instructor were factors that indicated trust was established. They also suggested teaching strategies to build trust: encouragement, mindful pedagogy, humanistic instruction, enabling student-to-student respect, situated applications, flexibility with assessments, and ensuring success. The causal impact of math anxiety was acknowledged: negative past experiences can block learning; lack of trust breeds hatred; fear and prejudice are barriers to learning; lack of trust can cause math anxiety; and trust lowers math anxiety and allows improved achievement. Instructors reported a "wall" as a metaphor that students use to describe their difficulties learning mathematics. Finally, the study recommends strategies for instructors to use to improve motivation for students learning mathematics: help establish a learning community, encourage self- efficacy, affirm students' questions, nudge students toward understanding, be a cheerleader, and utilize math support services.
Attitudes Beliefs Motivation And Identity In Mathematics Education
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Author : Markku S. Hannula
language : en
Publisher: Springer
Release Date : 2016-06-14
Attitudes Beliefs Motivation And Identity In Mathematics Education written by Markku S. Hannula and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-06-14 with Education categories.
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
The Teacher Credibility And Collective Efficacy Playbook Grades K 12
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Author : Douglas Fisher
language : en
Publisher: Corwin Press
Release Date : 2020-04-21
The Teacher Credibility And Collective Efficacy Playbook Grades K 12 written by Douglas Fisher and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-04-21 with Education categories.
Explore the powerful synergy between your credibility with students and your collective efficacy as a member of a team. When you increase your credibility with students, student motivation rises. And when you partner with other teachers to achieve this, students learn more. This one-stop resource illuminates the connection between teacher credibility and collective efficacy and offers specific actions educators can take to improve both. It includes: Tips for becoming more trustworthy, competent, and responsive in the eyes of students Tools for teams to use to polish their collective effectiveness through better communication and problem-solving Coaching videos that challenge teachers to improve teacher practice and grow professionally
The Link Between Teacher Practices And High School Students Mathematics Self Efficacy
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Author : Clarence William Johnson (Sr)
language : en
Publisher:
Release Date : 2008
The Link Between Teacher Practices And High School Students Mathematics Self Efficacy written by Clarence William Johnson (Sr) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Academic achievement categories.
The recent push for accountability based on student achievement, by means of standardized testing, has resulted in the realization that urban students are not performing as well as their suburban counterparts. This gap is even more pronounced in the area of mathematics. Many factors contribute to poor performance on student achievement. Among these are family values and climate, school environment, peer pressure, and test-taking anxiety. A student's judgment of their capability to accomplish a task or succeed in an activity, or self-efficacy, is a key factor. Self-efficacy beliefs help determine how much effort a student will expend and how much stress and anxiety they will experience as they engage on a task. Teacher efficacy beliefs, a teacher's perception of how effectively they can affect student learning, have also been found to have a great impact on the self-efficacy, and therefore the achievement, of their students. The purpose of the study was to investigate the link between teacher practices, their self-efficacy, and their students' mathematics self-efficacy. Teachers, and their students, from several school districts in northeastern Ohio participated in the study. Teachers responded to modified versions of Pajares' (1996) self-efficacy survey and their students responded to a different version of the survey. Participants included 582 students nested within 30 classrooms. The factor analysis identified five dimensions of students' and four dimensions of teachers' mathematics self-efficacy. A two-level hierarchical linear model revealed that teachers' perceived mathematics competency, their ability to engage students, flexibility, teacher gender, and years of teaching experience were significant predictors of all five dimensions of students' mathematics self-efficacy. The study recommends regular professional development activities to help teachers implement teacher practices that can positively impact students' mathematics self-efficacy. Through enhancing students' mathematics self-efficacy, students' mathematics achievement is likely to improve.