Preservice Teachers' Experiences With, Beliefs About, Self-Efficacy In, and Instructional Practices for Mathematical Writing.
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| Title: | Preservice Teachers' Experiences With, Beliefs About, Self-Efficacy In, and Instructional Practices for Mathematical Writing. |
|---|---|
| Authors: | Smith, Erin1 (AUTHOR) erin.smith@unlv.edu, Smith, R. Alex2 (AUTHOR), Price, Madeline1 (AUTHOR), Hebert, Michael3 (AUTHOR), Powell, Sarah4 (AUTHOR) |
| Source: | Investigations in Mathematics Learning. 2025, Vol. 17 Issue 2, p138-155. 18p. |
| Subject Terms: | *Student teachers, *Self-efficacy in teachers, *Mathematics education, *Online education, Mathematical proofs |
| Abstract: | Students across grades K-12 may communicate their mathematical understanding via writing. Mathematical writing (MW) can include journaling about prior mathematical experiences, reflecting on a problem-solving strategy, providing feedback on a peer's strategy, and generating a mathematical proof. Although there are a wide range of MW activities, many teachers report that they do not provide MW instruction or utilize writing activities with their students. Such instructional decisions are tied to teachers' prior experiences with MW, beliefs about MW, and self-efficacy in teaching MW. Thus, in an effort to increase MW instruction for K-12 students, this study examined pre-service teachers' (PSTs') prior MW experiences and the impact of an online learning module on self-efficacy in teaching, beliefs about, and instructional decisions for MW. Participants were 111 elementary, special, or dual-education PSTs at one of the two universities. Findings indicated that PSTs had minimal prior MW experiences in their K-16 schooling but believed that MW was important before the module. After the module, PSTs' self-efficacy in teaching MW significantly increased. Further, PSTs' saw greater benefits of MW and demonstrated more sophisticated ways to utilize MW in mathematics teaching and learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Investigations in Mathematics Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184922184 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preservice Teachers' Experiences With, Beliefs About, Self-Efficacy In, and Instructional Practices for Mathematical Writing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Smith%2C+Erin%22">Smith, Erin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> erin.smith@unlv.edu</i><br /><searchLink fieldCode="AR" term="%22Smith%2C+R%2E+Alex%22">Smith, R. Alex</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Price%2C+Madeline%22">Price, Madeline</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hebert%2C+Michael%22">Hebert, Michael</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Powell%2C+Sarah%22">Powell, Sarah</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Investigations+in+Mathematics+Learning%22">Investigations in Mathematics Learning</searchLink>. 2025, Vol. 17 Issue 2, p138-155. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+proofs%22">Mathematical proofs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students across grades K-12 may communicate their mathematical understanding via writing. Mathematical writing (MW) can include journaling about prior mathematical experiences, reflecting on a problem-solving strategy, providing feedback on a peer's strategy, and generating a mathematical proof. Although there are a wide range of MW activities, many teachers report that they do not provide MW instruction or utilize writing activities with their students. Such instructional decisions are tied to teachers' prior experiences with MW, beliefs about MW, and self-efficacy in teaching MW. Thus, in an effort to increase MW instruction for K-12 students, this study examined pre-service teachers' (PSTs') prior MW experiences and the impact of an online learning module on self-efficacy in teaching, beliefs about, and instructional decisions for MW. Participants were 111 elementary, special, or dual-education PSTs at one of the two universities. Findings indicated that PSTs had minimal prior MW experiences in their K-16 schooling but believed that MW was important before the module. After the module, PSTs' self-efficacy in teaching MW significantly increased. Further, PSTs' saw greater benefits of MW and demonstrated more sophisticated ways to utilize MW in mathematics teaching and learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Investigations in Mathematics Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184922184 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/19477503.2024.2398958 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 138 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Online education Type: general – SubjectFull: Mathematical proofs Type: general Titles: – TitleFull: Preservice Teachers' Experiences With, Beliefs About, Self-Efficacy In, and Instructional Practices for Mathematical Writing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Smith, Erin – PersonEntity: Name: NameFull: Smith, R. Alex – PersonEntity: Name: NameFull: Price, Madeline – PersonEntity: Name: NameFull: Hebert, Michael – PersonEntity: Name: NameFull: Powell, Sarah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19477503 Numbering: – Type: volume Value: 17 – Type: issue Value: 2 Titles: – TitleFull: Investigations in Mathematics Learning Type: main |
| ResultId | 1 |
