Skip to main content
SpringerLink
Log in

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

  • Original Article
  • Published:
Mathematics Education Research Journal Aims and scope Submit manuscript

Abstract

The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers’ instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs’ mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Australian Association of Mathematics Teachers. (2006). Standards for excellence in teaching mathematics in Australian schools. Adelaide, SA: AAMT.

    Google Scholar 

  • Australian Curriculum, Assessment and Reporting Authority (ACARA) (2015). Australian Curriculum: Mathematics. Sydney: Australian Curriculum Assessment and Reporting Authority. Retrieved from http://www.acara.edu.au/curriculum/learning-areas-subjects/mathematics. Author. (2013).

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special? Journal of Teacher Education, 59(5), 389–407.

    Article  Google Scholar 

  • Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474.

    Article  Google Scholar 

  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioural change. Psychological Review, 84(2), 191–215.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.

    Google Scholar 

  • Bandura, A. (2012). On the functional properties of self-efficacy revisited. Journal of Management, 38(1), 9–44.

    Article  Google Scholar 

  • Bates, A. B., Latham, N., & Kim, J. (2011). Linking prospective teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325–333.

    Article  Google Scholar 

  • Berry, R. Q., Rimm-Kaufman, S. E., Ottmar, E. M., Walkowiak, T. A., Merritt, E., & Pinter, H. H. (2013). The mathematics scan (M-scan): a measure of standards-based mathematics teaching practices (unpublished measure). Charlottesville, VA: University of Virginia.

    Google Scholar 

  • Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: confirming a new construct. Teaching and Teacher Education, 26(5), 1136–1144.

    Article  Google Scholar 

  • Borko, H., Stecher, B. M., & Alonzo, A. C. (2005). Artifact packages for characterizing classroom practice: a pilot study. Educational Assessment, 10(2), 73–104.

    Article  Google Scholar 

  • Briley, J. S. (2012). The relationships among mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs for elementary pre-service teachers. Issues in The Undergraduate Mathematics Preparation of School Teachers: The Journal, 5, Retrieved from http://www.k-12prep.math.ttu.edu/journal/5.attributes/briley01/article.pdf.

  • Brown, A. B. (2012). Non-traditional preservice teachers and their mathematics efficacy beliefs. School Science and Mathematics, 112(3), 191–198.

    Article  Google Scholar 

  • Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Chamberlin, M. T. (2005). Teachers’ discussions of students’ thinking: meeting the challenge of attending to students’ thinking. Journal of Mathematics Teacher Education, 8(2), 141–170.

    Article  Google Scholar 

  • Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom discussions: using math talk to help students learn, grades K-6. Sausalito, CA: Math Solutions.

    Google Scholar 

  • Charalambous, C. Y., Philippou, G. N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125–142.

    Article  Google Scholar 

  • Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: the learning trajectories approach. New York: Routledge.

    Google Scholar 

  • Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693–710.

    Article  Google Scholar 

  • Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications, Inc.

  • Darling-Hammond, L. (2010). The flat world and education: how America’s commitment to equity will determine our future. New York: Teachers College Press.

    Google Scholar 

  • Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M. G., & Sherin, B. L. (2010). Conducting video research in the learning sciences: guidance on selection, analysis, technology, and ethics. The Journal of the Learning Sciences, 19(1), 3–53.

    Article  Google Scholar 

  • Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1–2), 103–131.

    Article  Google Scholar 

  • Empson, S. B., & Levi, L. (2011). Extending children’s mathematics; fractions and decimals. Portsmouth, NJ: Heinemann.

    Google Scholar 

  • EACEA. (2011). Mathematics education in Europe: common challenges and national policies. Brussels, Belgium: Education, Audiovisual, and Culture Executive Agency.

    Google Scholar 

  • Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755–765.

    Article  Google Scholar 

  • Enochs, L., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202.

    Article  Google Scholar 

  • Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: research, practice, and contemporary issues. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Gabriele, A. J., & Joram, E. (2007). Teachers’ reflections on their reform-based teaching in mathematics: implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74.

    Article  Google Scholar 

  • Gest, S. D., & Rodkin, P. C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32(5), 288–296.

    Article  Google Scholar 

  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569.

    Article  Google Scholar 

  • Goodson-Espy, T., Cifarelli, V. V., Pugalee, D., Lynch-Davis, K., Morge, S., & Salinas, T. (2014). Applying NAEP to improve mathematics content and methods courses for preservice elementary and middle school teachers. School Science and Mathematics, 114(8), 392–404.

    Article  Google Scholar 

  • Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5–17.

    Google Scholar 

  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teaching and Teacher Education, 21(4), 343–356.

    Article  Google Scholar 

  • Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116.

    Article  Google Scholar 

  • Huinker, D., & Enochs, L. (1995). Mathematics teaching efficacy beliefs instrument (MTEBI). Milwaukee: University of Wisconsin, Center for Mathematics and Science Education Research.

  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30–33.

    Google Scholar 

  • Jackson, C., Simoncini, K., & Davidson, M. (2013). Classroom profiling training: increasing preservice teachers’ confidence and knowledge of classroom management skills. Australian Journal of Teacher Education, 38(8), 30–46.

    Article  Google Scholar 

  • Kafman, D., & Moss, D. M. (2010). A new look at preservice teachers’ conceptions of classroom management and organisation: uncovering complexity and dissonance. The Teacher Educator, 45(2), 118–136.

    Article  Google Scholar 

  • Klassen, R. M., Tze, V. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43.

    Article  Google Scholar 

  • Lehrer, R., & Schauble, L. (2004). Modeling natural variation through distribution. American Educational Research Journal, 41(3), 635–679.

    Article  Google Scholar 

  • Lesh, R. A., Cramer, K., Doerr, H., Post, T., & Zawojewski, J. (2003). Model development sequences. In R. A. Lesh & H. Doerr (Eds.), Beyond constructivism: a models and modeling perspective on mathematics teaching, learning, and problem solving (pp. 35–58). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Mathematics Education Research Group of Australasia. (2010). MERGA’s response to Australian Curriculum (Mathematics). Retrieved from http://studylib.net/doc/15418636/merga-s-response-to-the-acara-k-10-curriculum-draft.

  • McCoy, A. C. (2011). Specialized mathematical content knowledge of preservice elementary teachers: The effect of mathematics teacher efficacy (Unpublished doctoral dissertation). University of Missouri-Kansas City, Kansas City, MO.

  • McDonnough, J. T., & Matkins, J. J. (2010). The role of field experience in elementary preservice teachers’ self-efficacy and ability to connect research to practice. School Science and Mathematics, 110(1), 13–23.

    Article  Google Scholar 

  • Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39–56.

    Google Scholar 

  • Mewborn, D. S., & Tyminski, A. M. (2006). Lortie’s apprenticeship of observation revisited. For the Learning of Mathematics, 26(3), 23–32.

    Google Scholar 

  • Miles, M. B., Huberman, A. M., & Saldana. (2014). Qualitative data analysis: a methods sourcebook (3rd ed.). Los Angeles: Sage.

    Google Scholar 

  • Moody, V. R., & DuCloux, K. K. (2015). Mathematics teaching efficacy among traditional and non-traditional elementary pre-service teachers. European Journal of Science and Mathematics Education, 3(2), 105–114.

    Google Scholar 

  • Moseley, C., & Utley, J. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1–12.

    Article  Google Scholar 

  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

    Google Scholar 

  • National Council of Teachers of Mathematics. (2014). Principles to actions: ensuring mathematical success for all. Reston, VA: NCTM.

    Google Scholar 

  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core state standards for mathematics. Washington, DC: NGA & CCSSO.

    Google Scholar 

  • Newton, K. J., Leonard, J., Evans, B. R., & Eastburn, J. A. (2012). Preservice elementary teachers’ mathematics content knowledge and teacher efficacy. School Science and Mathematics, 112(5), 289–299.

    Article  Google Scholar 

  • Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: tTeacher preparation and professional development. Washington, DC: National Comprehensive Centre for Teacher Quality Retrieved from: http://www.bobbijokenyon.com/crm/effectiveclassroommanagement.pdf.

    Google Scholar 

  • O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131–1143.

    Article  Google Scholar 

  • Ottmar, E. R., Rimm-Kaufman, S. E., Berry, R. Q., & Larsen, R. A. (2013). Does the responsive classroom approach affect the use of standards-based mathematics teaching practices? The Elementary School Journal, 113(3), 434–457.

  • Peters, J. H. (2012). Are they ready? Final year pre-service teachers’ learning about managing student behaviour. Australian Journal of Teacher Education, 37(9), 18–42.

    Article  Google Scholar 

  • Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers’ perceptions. Educational Psychology, 27(2), 191–218.

    Article  Google Scholar 

  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.

    Article  Google Scholar 

  • Ritter, J. T., & Hancock, D. R. (2007). Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23(7), 1206–1216.

    Article  Google Scholar 

  • Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561.

    Article  Google Scholar 

  • Ross, J. A., McDougall, D., Hogaboam-Gray, A., & LeSage, A. (2003). A survey measuring elementary teachers’ implementation of standards-based mathematics teaching. Journal for Research in Mathematics Education, 34(4), 344–363.

    Article  Google Scholar 

  • Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339–349.

    Article  Google Scholar 

  • Smagorinsky, P., & Barnes, M. E. (2014). Revisiting and revising the apprenticeship of \ observation. Teacher Education Quarterly, 41(4), 29–52.

    Google Scholar 

  • Star, J. R., & Strickland, S. K. (2008). Learning to observe: using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.

    Article  Google Scholar 

  • Stein, C. C. (2007). Let’s talk: promoting mathematical discourse in the classroom. Mathematics Teacher, 101(4), 285–289.

    Google Scholar 

  • Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340.

    Article  Google Scholar 

  • Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: a casebook for professional development. New York: Teachers College Press.

    Google Scholar 

  • Sullivan, P., Mousley, J., & Zevenbergen, R. (2006). Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. International Journal of Science and Mathematics Education, 4(1), 117–143.

    Article  Google Scholar 

  • Swars, S. L. (2005). Examining perceptions of mathematics teaching effectiveness among elementary preservice teachers with differing levels of mathematics teacher efficacy. Journal of Instructional Psychology, 32(2), 139–147.

    Google Scholar 

  • Swars, S., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: what is the relationship in elementary prospective teachers? School Science and Mathematics, 106(7), 306–315.

    Article  Google Scholar 

  • Swars, S., Hart, L. C., Smith, S. Z., Smith, M. E., & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325–335.

    Article  Google Scholar 

  • Truxaw, M. P., & DeFranco, T. C. (2007). Lessons from Mr. Larson: an inductive model of teaching for orchestrating discourse. Mathematics Teacher, 101(4), 268–272.

    Google Scholar 

  • Truxaw, M. P., Gorgievski, N., & DeFranco, T. C. (2008). Measuring K-8 teachers’ perceptions of discourse use in their mathematics classes. School Science and Mathematics, 108(2), 58–70.

    Article  Google Scholar 

  • Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228–245.

    Article  Google Scholar 

  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2), 202–248.

    Article  Google Scholar 

  • Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82–87.

    Article  Google Scholar 

  • Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: teaching developmentally (8th ed.). Boston: Pearson.

    Google Scholar 

  • Walker, J. M. (2009). Authoritative classroom management: how control and nurturance work together. Theory Into Practice, 48(2), 122–129.

    Article  Google Scholar 

  • Walkowiak, T. A., Berry, R. Q., Meyer, J. P., Rimm-Kaufman, S. E., & Ottmar, E. R. (2014). Introducing an observational measure of standards-based mathematics teaching practices: evidence of validity and score reliability. Educational Studies in Mathematics, 85(1), 109–128.

    Article  Google Scholar 

  • Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81–91.

    Article  Google Scholar 

  • Wyatt, M. (2014). Towards a re-conceptualization of teachers’ self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37(2), 166–189.

    Article  Google Scholar 

Download references

Acknowledgements

This material is based upon work supported by the National Science Foundation under Grant No. 1118894.

Author information

Authors and Affiliations

  1. East Carolina University, Mailstop 566, 1000 East 5th Street, Greenville, 27858, NC, USA

    Carrie W. Lee

  2. Department of Teacher Education and Learning Sciences, North Carolina State University, Campus Box 7801, Raleigh, NC, 27695-7801, USA

    Temple A. Walkowiak & John L. Nietfeld

Authors
  1. Carrie W. Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Temple A. Walkowiak
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. John L. Nietfeld
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Temple A. Walkowiak.

Appendix: Efficacy scales

Appendix: Efficacy scales

Personal Mathematics Teaching Efficacy Subscale of MTEBI

  1. 1.

    I will continually find better ways to teach mathematics.

  2. 2.

    Even if I try very hard, I will not teach mathematics as well as I will most subjects.

  3. 3.

    I know how to teach mathematics concepts effectively.

  4. 4.

    I will not be very effective in monitoring mathematics activities.

  5. 5.

    I understand mathematics concepts well enough to be effective in teaching elementary mathematics.

  6. 6.

    I will find it difficult to use manipulatives to explain to students why mathematics works.

  7. 7.

    I will typically be able to answer students’ questions.

  8. 8.

    I wonder if I will have the necessary skills to teach mathematics.

  9. 9.

    I will generally teach mathematics ineffectively.

  10. 10.

    Given a choice, I will not invite the principal to evaluate my mathematics teaching.

  11. 11.

    When a student has difficulty understanding a mathematics concept, I will usually be at a loss as to how to help the students understand it better.

  12. 12.

    When teaching mathematics, I will usually welcome student questions.

  13. 13.

    I do not know what to do to turn students on to mathematics.

Classroom Management Efficacy Scale

  1. 1.

    I know what routines are needed to keep activities running efficiently.

  2. 2.

    I know what kinds of rewards to use to keep students involved.

  3. 3.

    If students stop working in class, I can usually find a way to get them back on track.

  4. 4.

    I have very effective classroom management skills.

  5. 5.

    I can keep a few problem students from ruining an entire class.

  6. 6.

    I can communicate to students that I am serious about getting appropriate behaviour.

  7. 7.

    I am confident of my ability to begin the year so that students will learn to behave well.

  8. 8.

    If a student did not remember information I gave a previous lesson, I would know how to increase his/her retention in the next lesson.

  9. 9.

    I find it easy to make my expectations clear to students.

  10. 10.

    If one of my students could not do an assignment I would be able to accurately assess whether it was at the correct level of difficulty.

  11. 11.

    If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him quickly.

  12. 12.

    When I really try, I can get through to most difficult students.

  13. 13.

    When a student is having trouble with an assignment, I am usually able to adjust it to his/her level.

  14. 14.

    There are very few students that I do not know how to handle.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lee, C.W., Walkowiak, T.A. & Nietfeld, J.L. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching. Math Ed Res J 29, 45–72 (2017). https://doi.org/10.1007/s13394-016-0185-z

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13394-016-0185-z

Keywords

Search

Navigation