A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers' mathematics beliefs

Journal of Mathematics Teacher Education

Volumn 12, Issue 1, 2009, Pages 47-66

  Swars, Susan L ^a   Smith, Stephanie Z ^a   Smith, Marvin E ^b   Hart, Lynn C ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

^b KENNESAW STATE UNIVERSITY   (United States)

Author keywords

Mathematics; Teacher beliefs; Teacher change; Teacher education; Teacher knowledge

Indexed keywords

EID: 59749100274     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-008-9092-x     Document Type: Article

References (62)

1. Anderson, R., Green, M., & Loewen, P. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. The Alberta Journal of Educational Research, 34(2), 148-165.
2. Ball, D. L. (1988). Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education. Unpublished doctoral dissertation, Michigan State University, East Lansing.
3. Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90 (4), 449-466. doi: 10.1086/461626.
4. Ball, D. L. (1991). Research on teaching mathematics: Making subject matter part of the equation. In J. Brophy (Ed.), Advances in research on teaching (Vol. 2, pp. 1-48). Greenwich, CT: JAI Press.
5. Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). Washington, DC: American Educational Research Association.
6. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi: 10.1037/ 0033-295X.84.2.191.
7. Battista, M. T. (1994). Teacher beliefs and the reform movement in mathematics. Phi Delta Kappan, 75(6), 462-470.
8. Carpenter, T. P., & Fennema, E. (1991). Integrating research on teaching and learning mathematics. Albany: State University of New York Press.
9. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
10. Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic & algebra in elementary school. Portsmouth, NH: Heinemann.
11. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillan.
12. Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.
13. Dean, C. (undated). Content validity: Mapping the items from the A04 and B04 forms to the NCTM standards. Unpublished manuscript, University of Michigan, Ann Arbor.
14. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath.
15. Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100, 194-203.
16. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 404-434. doi: 10.2307/749875.
17. Fennema, E., & Franke, M. L. (1992). Teachers' knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan.
18. Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (1993). Using children's knowledge in instruction. American Educational Research Journal, 30(3), 403-434.
19. Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
20. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
21. Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 29-38.
22. Hart, L. (2002). Preservice teachers' beliefs and practice after participating in an integrated content/methods course. School Science and Mathematics, 102, 4-14.
23. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33-46. doi: 10.2307/749455.
24. Hiebert, J. (2003). What research says about the NCTM standards. In J. Kilpatrick, G. W. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 5-23). Reston, VA: National Council of Teachers of Mathematics.
25. Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11-30. doi: 10.1086/428763.
26. Hoy, A. W. (2004). The educational psychology of teacher efficacy. Educational Psychology Review, 16, 153-176. doi: 10.1023/ B:EDPR.0000026711.15152.1f.
27. Hoy, A. W., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
28. Huinker, D., & Madison, S. K. (1997). Preparing efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8 (2), 107-126. doi: 10.1023/A:1009466323843.
29. Karp, K. S. (1991). Elementary school teachers' attitudes towards mathematics: The impact on students' autonomous learning skills. School Science and Mathematics, 91, 265-270.
30. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
31. Ma, L. (1999a). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.
32. Ma, X. (1999b). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30, 520-541. doi: 10.2307/749772.
33. McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
34. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
35. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(1), 307-332.
36. Peterson, P. L., Fennema, E., Carpenter, T., & Loef, M. (1989). Teachers' pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1-40. doi: 10.1207/s1532690xci0601_1.
37. Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). United States: Information Age Publishing.
38. Plourde, L. A. (2002). The influence of student teaching on preservice elementary teacher's science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29, 245-253.
39. Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554. doi: 10.1037/h0033456.
40. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Simon & Schuster Macmillan.
41. Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teachers' science teaching efficacy belief instrument. Science Education, 74, 625-637. doi: 10.1002/sce.3730740605.
42. Romberg, T., & Carpenter, T. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 850-873). New York: Macmillan.
43. Schifter, D., Bastable, V., & Russell, S. J. (with Cohen, S, Lester, J. B., & Yaffee, L.). (1999a). Building a system of tens: Casebook (Developing mathematical ideas: Number and operations, part 1. A collaborative project by the staff and participants of Teaching to the Big Ideas). Parsippany, NJ: Dale Seymour.
44. Schifter, D., Bastable, V., & Russell, S. J. (with Yaffee, L., Lester, J. B., & Cohen, S). (1999b). Making meaning for operations: Casebook (Developing mathematical ideas: Number and operations, part 2. A collaborative project by the staff and participants of Teaching to the Big Ideas). Parsippany, NJ: Dale Seymour.
45. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
46. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
47. Siedel, H., & Hill, H. (2003). Content validity: Mapping SII/LMT mathematics items onto NCTM and California standards. Ann Arbor: Unpublished manuscript, University of Michigan.
48. Smith, J. P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27, 387-402. doi: 10.2307/749874.
49. Smith, S. Z., Smith, M. E., & Williams, S. R. (2005). Elaborating a change process model for elementary mathematics teachers' beliefs and practices. Current Issues in Education, 8 (19). Retrieved February 27, 2006 from http://cie.asu.edu/volume8/index.html.
50. Spradley, J. P. (1979). The ethnographic interview. Orlando, FL: Harcourt Brace Jovanovich.
51. Suinn, R. M., Edie, C. A., Nicoletti, J., & Spinelli, P. R. (1972). The MARS, a measure of mathematics anxiety: Psychometric data. Journal of Clinical Psychology, 28, 373-375. doi:10.1002/1097-4679(197207)28:3+ <373::AID-JCLP2270280320>3.0.CO;2-C.
52. Swetman, D. (1994). Fourth-grade math: The beginning of the end? Reading Improvement, 31, 173-176.
53. TERC. (1998). Investigations in number, data, and space. White Plains, NY: Dale Seymour Publications.
54. Thompson, A. (1992). Teacher's beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan.
55. Tobias, S. (1978). Overcoming math anxiety. New York: W. W. Norton and Company.
56. Tooke, D. J., & Lindstrom, L. C. (1998). Effectiveness of a mathematics methods course in reducing math anxiety of preservice elementary teachers. School Science and Mathematics, 98, 136-139.
57. Utley, J., Moseley, C., & Bryant, R. (2005). The relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82-88.
58. Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers' changing beliefs and instructional use of children's mathematical thinking. Journal for Research in Mathematics Education, 30, 89-110. doi: 10.2307/749631.
59. Vinson, B. M. (2001). A comparison of preservice teachers' mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29, 89-94. doi: 10.1023/ A:1012568711257.
60. Wilson, M., & Cooney, T. (2002). Mathematics teacher change and development: The role of beliefs. In G. Leder, E. Pehkonen, & G. Toerner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127-148). Dordrecht, The Netherlands: Kluwer Academic Press.
61. Wilson, S. M., Shulman, L. S., & Richert, A. (1987). "150 different ways of knowing": Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teacher thinking (pp. 104-124). Sussex, UK: Holt, Rinehart and Winston.
62. Wood, E. F. (1988). Math anxiety and elementary teachers: What does the research tell us? For the Learning of Mathematics, 8, 8-13.