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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
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Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Phone: (843) 572-4094
Mt. Pleasant Library
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Phone: (843) 849-6161
McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 8 p.m.
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Hurd/St. Andrews Library
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Dorchester Road Library
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Phone: (843) 722-7550
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Phone: (843) 805-6930
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Phone: (843) 805-6909
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Beliefs of Teachers in Urban Elementary Mathematics Classrooms: Results of a Mixed-Methods Study
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- Author(s): Hall, Kenya; Yakimowski, Mary E.
- Language:
English- Source:
Alabama Journal of Educational Leadership. Sep 2022 9:23-40.- Publication Date:
2022- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
- Peer Reviewed: Y
- Source: 18
- Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools - Subject Terms:
- Subject Terms:
- ISSN: 2473-8115
- Abstract: A mixed-methods study investigated the relationship between teachers within urban Title I elementary schools (e.g., high versus low performing) and their mathematics problem-solving beliefs in six constructs ("perseverance," "procedural," "conceptual," "importance," "effort," and "usefulness"). The 181 teachers of students in third to fifth grades in 26 schools (93% response rate) took the 36-item "Indiana Mathematics Belief Scale," and 11 were interviewed. Descriptive and inferential statistics and qualitative thematic analysis were conducted. No statistical difference between teachers in high and low-performing schools in their mathematical beliefs was found in any of the six constructs. The qualitative results did deepen the quantitative findings in offering insights into teachers' recognition of the importance of conceptual understanding in mathematics. The implications and directions for future research are discussed, including further inquiry on addressing professional development supports for teaching problem strategies in mathematics.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1362094
- Availability:
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