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首页> 外文期刊>Journal of mathematics teacher education >Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes
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Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes

机译：教师特征和背景因素：与早期小学教师数学信仰和态度的联系

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This study examines how various teacher characteristics and contextual factors are related to early primary teachers’ beliefs about mathematical teaching and learning and teachers’ attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and contextual factors were grouped into four sets: teacher professional background, teacher mathematical knowledge for teaching, teaching contexts, and students’ experiences. Multiple regression analyses were conducted with each set of predictors separately, as well as with all four sets together. The results showed significant relationships between teachers’ mathematical knowledge for teaching and teacher-centered beliefs, motivation in learning mathematics, and anxiety toward learning mathematics. Teacher certification level, the number of college math courses taken, and perceived support from colleagues and administrators were also related to some aspects of teachers’ mathematical beliefs and attitudes. The findings suggest the potential role of teachers’ mathematical knowledge for teaching in improving teachers’ mathematical beliefs and attitudes.
机译：本研究探讨了不同的教师特征和情境因素如何与早期小学教师的数学教与学信念以及教师对自己学习数学的态度相关。内布拉斯加州共有396名早期小学教师参与了这项研究。教师特征和情境因素分为四组：教师专业背景、教师教学数学知识、教学情境和学生体验。对每组预测因子分别进行多元回归分析，同时对所有四组预测因子进行多元回归分析。结果显示，教师的数学教学知识与以教师为中心的信念、学习数学的动机和学习数学的焦虑之间存在显著关系。教师认证水平、大学数学课程数量、同事和管理者的支持感也与教师的数学信念和态度的某些方面有关。研究结果表明，教师的数学知识对改善教师的数学信念和态度具有潜在的作用。

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