Abstract
![CDATA[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.]]
| Original language | English |
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| Title of host publication | Mathematical Confluences and Journeys: Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, 3 - 7 July 2022, Launceston, Australia |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 506-513 |
| Number of pages | 8 |
| ISBN (Print) | 9781920846336 |
| Publication status | Published - 2022 |
| Event | Mathematics Education Research Group of Australasia. Conference - Duration: 3 Jul 2022 → … |
Conference
| Conference | Mathematics Education Research Group of Australasia. Conference |
|---|---|
| Period | 3/07/22 → … |