Honors Projects

Kayla FruthFollow

Abstract

A teacher’s sense of efficacy is their belief in their capability to successfully accomplish a specific task. Teachers with a high sense of efficacy exert more effort, persistence, and commitment to teaching, which leads to higher student achievement and attitudes. The purpose of this study is to determine how participation in an informal mathematics teaching experience impacts preservice teachers’ sense of mathematics teaching self-efficacy. This research was conducted at one informal mathematics teaching experience, during which, all participants completed pre-surveys and post-surveys rating their mathematics teaching self-efficacy using the MTEBI. Later, some participants were interviewed to gain insight into their experience teaching mathematics at the camp. Results of this study showed that participation in the informal mathematics teaching experience led to the preservice teachers having a higher sense of mathematics teaching self-efficacy. This study implies that participation in these mathematics camps at this Midwestern university leads to in-service teachers having higher efficacy and greater mathematics student achievement. Further research can be done to study the long-term impacts of participating in the informal mathematics teaching experience, as well as how informal teaching experiences of other content areas impact preservice teachers.

Department

Education

Major

Integrated Mathematics Education

First Advisor

Dr. Gabriel Matney

First Advisor Department

School of Teaching and Learning

Second Advisor

Dr. Jacob Burgoon

Second Advisor Department

Educational Foundations and Inquiry

Publication Date

Fall 11-21-2023

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