The nature of primary teachers' mathematical self-concept and its influence on classroom practice

  • Matt Thompson

Western Sydney University thesis: Master's thesis

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 research study used a mixed methods approach to ascertain the nature of primary teachers' mathematical self-concept and how it is related to their teaching practices. Marsh and O'Neill's (1984) Self-Description Questionnaire III was used to provide a broad picture of teachers' mathematical self-concept and how it varies by teaching experience and school type. This questionnaire assisted in identifying three case study teachers who participated in individual interviews and two classroom observations. Attard's (2014) framework for Engagement with Mathematics as well as the National Council of Teachers of Mathematics (NCTM, 2014) framework for Effective Mathematics Teaching Practice were used as analytical tools when interrogating interview transcripts and as observational tools when observing teacher practice. Results from the study indicate that mathematical self- concept does not always reflect the mathematics practices evident in the classroom. Additionally, personal experiences with mathematics in childhood appear to have the potential to affect one's self-concept. This study has potential implications for the focus of targeted professional learning and the development of targeted strategies to support and enhance a teacher's mathematical self-concept.
Date of Award2021
Original languageEnglish

Keywords

  • mathematics
  • study and teaching (primary)
  • mathematics teachers
  • self-perception
  • case studies
  • Australia

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