The Effect of Teacher's Mathematical Knowledge on Self-efficacy for Teaching Mathematics

DOI

10.2991/incomed-17.2018.38How to use a DOI?

Keywords

horizon mathematical knowledge, common mathematical knowledge, specialized mathematical knowledge, self-efficacy for teaching mathematics.

Abstract

The purpose of this research was to explore the effect of teachers' mathematical knowledge on self-efficacy for teaching mathematics. The framework of teacher's mathematical knowledge broadened in scope from teachers' common mathematical knowledge, specialized mathematical knowledge, to horizon mathematical knowledge. These three were modeled and integrated into the teaching of the division of fractional numbers. The method used in this research was quasi-experiment that involved 42 teachers of elementary schools. Path analysis was applied to data that included the direct or indirect effects of mathematical knowledge on self-efficacy. Results indicate that horizon mathematical knowledge was statistically significant and positive for self-efficacy for teaching mathematics (b=0.657, p=0.000). Significant statistic was also shown in the effect of horizon mathematical knowledge on both common mathematical knowledge (b=0.362, p=0.019) and specialized mathematical knowledge (b=0.574, p=0.000). However, the effect of both common mathematical knowledge (b=0.093, p=0.509) and specialized mathematical knowledge (b=0.029, p=0.857) on self-efficacy for teaching mathematics was not statistically so. The importance of building self-efficacy in the current workforce of mathematics teacher through a wide range of training practices for teacher's horizon mathematical knowledge needs further potential directions, accordingly.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mr. Sugilar
PY  - 2018/01
DA  - 2018/01
TI  - The Effect of Teacher's Mathematical Knowledge on Self-efficacy for Teaching Mathematics
BT  - Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)
PB  - Atlantis Press
SP  - 174
EP  - 178
SN  - 2352-5398
UR  - https://doi.org/10.2991/incomed-17.2018.38
DO  - 10.2991/incomed-17.2018.38
ID  - Sugilar2018/01
ER  -