Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions-Reference-Cited by-同舟云学术

Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions

Published:2014-03 Issue:2 Volume:45 Page:246-284
ISSN:0021-8251
Container-title:Journal for Research in Mathematics Education
language:
Short-container-title:JRME

Author:

Clark Lawrence M.¹,Neumayer DePiper Jill²,Frank Toya Jones³,Nishio Masako¹,Campbell Patricia F.¹,Smith Toni M.⁴,Griffin Matthew J.¹,Rust Amber H.⁵,Conant Darcy L.⁶,Choi Youyoung⁷

Affiliation:

1. 1 University of Maryland

2. 2 Education Development Center

3. 3 George Mason University

4. 4 American Institutes for Research

5. 5 Anne Arundel Community College

6. 6 Notre Dame of Maryland University

7. 7 Hanyang Cyber University

Abstract

This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

Publisher

National Council of Teachers of Mathematics

Subject

Education,Mathematics (miscellaneous)

Link

https://pubs.nctm.org/downloadpdf/journals/jrme/45/2/article-p246.xml

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