Development of the Attitude to Mathematics in Future Primary School Teachers as a Determinant of their Self-Efficacy

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73582432" target="_blank" >RIV/61989592:15410/17:73582432 - isvavai.cz</a>

Result on the web

<a href="https://obd.upol.cz/id_publ/333162317" target="_blank" >https://obd.upol.cz/id_publ/333162317</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2017.1726" target="_blank" >10.21125/edulearn.2017.1726</a>

Result language

angličtina

Original language name

Development of the Attitude to Mathematics in Future Primary School Teachers as a Determinant of their Self-Efficacy

Original language description

Students of mathematics at the Faculty of Education have a different mathematical knowledge, ideas about the objectives of their future teaching career, skills, and attitudes to working with children, etc. Similarly, their relationship to mathematics is largely varied. We believe that the development of their relationship to mathematics at all levels of education prior to their enrolment in the Faculty of Education has a significant effect on the perception of their own self-efficacy and future educational activities. In line with the principles of self-efficacy, our assumption is that students with a positive attitude to mathematics tend to approach teaching as a challenge rather than a threat that needs to be avoided. This positive attitude to life helps future teachers develop intrinsic motivation for teaching mathematics; these teachers set stringent goals and constantly strive to achieve them. This assumption was the basis of a research study aimed at all students of Teaching for Primary School in mathematics seminars. The quantitative part comprised the Norwegian Teacher Self-Efficacy Scale (NTSES). This questionnaire includes a seven-point Likert scale and consists of 24 items that can be divided into six sub-categories: Instruction, Adapt Instruction to Individual Needs, Motivate Students, Maintain Discipline, Cooperate with Colleagues and Parents, Cope with Change. The questionnaire was then complemented with an analysis of seminar papers on Self-Reflection of the Relationship to Mathematics, in which the students were supposed to describe their attitude to mathematics since the first encounter until their contemporary study at the Faculty of Education.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50300 - Education

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2017

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

EDULEARN17 Proceedings

ISBN

978-84-697-3777-4

ISSN

2340-1117

e-ISSN

neuvedeno

Number of pages

6

Pages from-to

3360-3365

Publisher name

International Association of Technology, Education and Development (IATED)

Place of publication

Madrid

Event location

Barcelona, Spain

Event date

Jul 3, 2017

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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