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Elementary Teachers' Affective Relationship with Mathematics and its Influence on Mathematics Instruction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Elementary Teachers' Affective Relationship with Mathematics and its Influence on Mathematics Instruction./
作者:	Sutton, Kelly Kreitzer.
面頁冊數:	1 online resource (185 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355841756

Elementary Teachers' Affective Relationship with Mathematics and its Influence on Mathematics Instruction.
Sutton, Kelly Kreitzer.

Elementary Teachers' Affective Relationship with Mathematics and its Influence on Mathematics Instruction. - 1 online resource (185 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Walden University, 2018.

Includes bibliographical references

In a South Carolina school district, approximately 45% of 3rd --5th grade students performed poorly on the state mathematics test. K--5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K--5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction. Bandura's theory of self-efficacy framed this study. A representative sample of 160 K--5 mathematics teachers in 11 schools completed surveys. A purposeful sample of 9 teachers with high, medium, or low ARM index were interviewed. One-way ANOVA tests determined there was no statistical significant difference between teachers' ARM index and years of experience or grade level. Simple linear regression determined there was a statistical significant difference between teachers' ARM and past mathematics experiences. Interview data were analyzed thematically using open, axial, and thematic coding strategies. Teachers revealed that their perceived past mathematics experiences and collaboration influenced their ARM and instruction. Based on the findings, a 3--day workshop was created to improve teachers' ARM featuring reflection on teachers' past mathematics experiences and collaboration. This endeavor may contribute to positive social change if district leaders assist teachers to improve their confidence in mathematics instruction and instructional decision making; thus, improving student mathematics achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355841756Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Elementary Teachers' Affective Relationship with Mathematics and its Influence on Mathematics Instruction.
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504 $a Includes bibliographical references
520 $a In a South Carolina school district, approximately 45% of 3rd --5th grade students performed poorly on the state mathematics test. K--5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K--5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction. Bandura's theory of self-efficacy framed this study. A representative sample of 160 K--5 mathematics teachers in 11 schools completed surveys. A purposeful sample of 9 teachers with high, medium, or low ARM index were interviewed. One-way ANOVA tests determined there was no statistical significant difference between teachers' ARM index and years of experience or grade level. Simple linear regression determined there was a statistical significant difference between teachers' ARM and past mathematics experiences. Interview data were analyzed thematically using open, axial, and thematic coding strategies. Teachers revealed that their perceived past mathematics experiences and collaboration influenced their ARM and instruction. Based on the findings, a 3--day workshop was created to improve teachers' ARM featuring reflection on teachers' past mathematics experiences and collaboration. This endeavor may contribute to positive social change if district leaders assist teachers to improve their confidence in mathematics instruction and instructional decision making; thus, improving student mathematics achievement.
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