Primary Teachers' Mathematical Self-Concept and Its Relationship with Classroom Practice [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Thompson, Matt; Attard, Catherine; Holmes, Kathryn
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Primary Teachers' Mathematical Self-Concept and Its Relationship with Classroom Practice [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Mathematics Skills; Self Concept; Predictor Variables; Teacher Student Relationship; Classroom Techniques; Teaching Methods; Mathematics Instruction; Pedagogical Content Knowledge; Case Studies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Ausland; Australien
Abstract	Mathematical self-concept refers to the perceived ability that one has in being able to do mathematics. While it has been shown to be a significant predictor for how students learn and apply mathematics, little research has been conducted into the relationship between the mathematical self-concept of teachers and their pedagogical practices in the mathematics classroom. This paper reports on a section of the findings from a small mixed methods study that sought to ascertain the nature of primary teachers' mathematical self-concept and how it is related to their teaching practices. Findings suggest that a teachers' mathematical self-concept does not necessarily reflect the mathematics practices evident in their classroom. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01