TY - JOUR
T1 - Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development
AU - Kaskens, Jarise
AU - Segers, Eliane
AU - Goei, Sui Lin
AU - van Luit, Johannes E.H.
AU - Verhoeven, Ludo
PY - 2020/8
Y1 - 2020/8
N2 - We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed.
AB - We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed.
KW - Math development
KW - Mathematical knowledge for teaching
KW - Mathematics education
KW - Self-beliefs
KW - Self-efficacy
KW - Teacher behavior
UR - http://www.scopus.com/inward/record.url?scp=85084085211&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85084085211&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2020.103096
DO - 10.1016/j.tate.2020.103096
M3 - Article
AN - SCOPUS:85084085211
SN - 0742-051X
VL - 94
SP - 1
EP - 14
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 103096
ER -
