Teacher Variables Associated With Teachers’ Beliefs and Awareness of Their Students’ Mathematics Dispositions

• In Event: Poster Session 18
  In Poster Session: Teachers’ Beliefs, Knowledge, and Instructional Practice

Abstract

This study addresses the following research question: In what ways do teacher variables (e.g., teacher background and experiences, instructional contexts, teacher characteristics) associate with teachers’ beliefs about mathematics teaching and learning and their awareness of their students’ mathematics dispositions? The teachers in this study were 259 upper-elementary and 184 middle-school teachers in their first six years of teaching. Teachers completed a professional background survey, a beliefs and awareness instrument, and a teacher knowledge assessment. Regression analyses revealed that several teacher variables (teacher knowledge scores, professional experiences, gender, minority status) were associated with teachers’ beliefs and awareness. Implications for research related to mathematics teacher quality and effectiveness are discussed.

Authors

• Lawrence M. Clark, University of Maryland

• Jill Neumayer-DePiper, University of Maryland - College Park

• Toya Jones Frank, University of Maryland - College Park

• Patricia F. Campbell, University of Maryland

• Masako Nishio, University of Maryland - College Park

• Toni M. Smith, American Institutes for Research

• Darcy Conant, University of Maryland - College Park

• Amber Rust, Anne Arundel Community College

• Matthew J. Griffin, University of Maryland