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.
Integrated Mathematics Education
Dr. Gabriel Matney
First Advisor Department
School of Teaching and Learning
Dr. Jacob Burgoon
Second Advisor Department
Educational Foundations and Inquiry
Fruth, Kayla, "Analyzing the Impact of an Informal Mathematics Teaching Experience on Preservice Teacher Mathematics Teaching Self-Efficacy" (2023). Honors Projects. 923.
Educational Psychology Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons