Middle school mathematics pre-service teachers’ content knowledge, confidence and self-efficacy

References

• ACARA (Australian Curriculum, Assessment and Reporting Authority). 2017. “The Australian Curriculum: Mathematics.” Accessed 25 March 2018. https://acaraweb.blob.core.windows.net/resources/Content_for_Year_10_-_Learning_area_content_descriptions.pdf
   Google Scholar
• Australian Council for Educational Research. 2018. “National Assessment Program Literacy and Numeracy (NAPLAN).” Accessed 4 December 2018. https://www.nap.edu.au/naplan/the-tests
   Google Scholar
• Ball, D., H. Hill, and H. Bass. 2005. “Knowing Mathematics for Teaching: Who Knows Mathematics Well Enough to Teach Third Grade, and How Can We Decide.” American Educator 29 (1): 14–46.
   Google Scholar
• Bandura, A. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioural Change.” Psychological Review 84 (2): 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. 1997. Self-Efficacy. The Exercise of Control. New York: W. H. Freeman and Company.
   Google Scholar
• Bandura, A. 2006. “Guide for Constructing Self-Efficacy Scales.” In Self-Efficacy Beliefs of Adolescents, edited by F. Pajares and T. Urdan, 307–337. Greenwich, CT: Information Age Publishing.
   Google Scholar
• Bandura, A., C. Barbaranelli, G. Caprara, and C. Pastorelli. 2001. “Self-Efficacy Beliefs as Shapers of Children’s Aspirations and Career Trajectories.” Child Development 72 (1): 187–206.
   PubMed Web of Science ®Google Scholar
• Beck, J., and M. Young. 2005. “The Assault on the Professions and the Restructuring of Professional Identities: A Bernsteinian Analysis.” British Journal of Sociology of Education 26 (2): 183–197.
   Web of Science ®Google Scholar
• Berliner, D. 1990. “What’s All the Fuss about Instructional Time?” From The Nature of Time in Schools: Theoretical Concepts, Practitioner Perceptions. Accessed 02 February 2017. https://www.researchgate.net/publication/242745201_What%27s_All_the_Fuss_About_Instructional_Time
   Google Scholar
• Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity. Lanham: Rowan & Littlefield Publishers, Inc.
   Google Scholar
• Beswick, K., R. Callingham, and J. Watson. 2012. “The Nature and Development of Middle School Mathematics Teachers’ Knowledge.” Journal of Mathematics Teacher Education 15 (2): 131–157.
   Google Scholar
• Beswick, K., J. Watson, and N. Brown. 2006. “Teacher’s Confidence and Their Beliefs and Students’ Attitudes to Mathematics.” Accessed 25 March 2017. https://www.researchgate.net/publication/228943793_Teachers’_confidence_and_beliefs_and_their_students’_attitudes_to_mathematics
   Google Scholar
• Biggs, S. 2014. “Why Self-esteem Hurts Learning but Self-confidence Does the Opposite.” Open Colleges. Accessed 14 April 2018. http://www.opencolleges.edu.au/informed/features/self-efficacy-and-learning/
   Google Scholar
• Bleicher, R. 2004. “Revisiting the STEBI-B: Measuring Self-efficacy in Preservice Elementary Teachers.” School Science and Mathematics 104 (8): 383–392.
   Google Scholar
• Bloom, B. 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 1. Cognitive Domain. New York: McGraw-Hill.
   Google Scholar
• Bosse, M. J., and N. R. Nandakumar. 2005. “Section A, Factorability of Quadratics: Motivation for More Techniques.” Teaching Mathematics and Its Applications 24 (4): 143–153.
   Google Scholar
• Burghes, D. 2007. “International Comparative Study in Mathematics Training.” CfBT Education Trust. Accessed 28 May 2016. http://www.cimt.plymouth.ac.uk/papers/icsmtt.pdf
   Google Scholar
• Burghes, D., and R. Geach. 2011. “International Comparative Study in Mathematics Training: Recommendations for Initial Teacher Training in England.” CfBT Education Trust. Accessed 28 May 2016. https://www.nationalstemcentre.org.uk/res/documents/page/International%20comparative%20study%20in%20mathematics%20teacher%20training.pdf
   Google Scholar
• Callingham, R., and J. Watson. 2014. “Teachers’ Confidence in Teaching Statistical Ideas.” In Sustainability in Statistics Education. Proceedings of the Ninth International Conference on Teaching Statistics, edited by K. Makar, B. de Sousa, and R. Gould. Flagstaff, AZ: International Statistical Institute.
   Google Scholar
• Chen, O., S. Kalyuga, and J. Sweller. 2016. “Relations between the Worked Example and Generation Effects on Immediate and Delayed Tests.” Learning and Instruction 45: 20–30. doi:10.1016/j.learninstruc.2016.06.007.
   Web of Science ®Google Scholar
• Dinham, S. 2015. “The Worst of Both Worlds: How U.S. and U.K. Models Are Influencing Australian Education.” Education Policy Analysis, Archives 23: 49.
   Google Scholar
• Fennema, E., and J. Sherman. 1976. “Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes Towards the Learning of Mathematics by Females and Males.” Journal for Research in Mathematics Education 7 (5): 324–326. doi:10.2307/748467.
   Google Scholar
• Fordham, M. 2016. “Genericism and the Crisis of Curriculum” [Blog post]. Accessed 18 June 2016. https://clioetcetera.com/2016/06/18/genericism-and-the-crisis-of-curriculum/
   Google Scholar
• Fox, E. 2013. “Keller’s Personalized System of Instruction.” In International Guide to Student Achievement, edited by J. Hattie and E. Anderman, 359–361. New York: Routledge.
   Google Scholar
• Gess-Newsome, J. 2013. “Pedagogical Content Knowledge.” In International Guide to Student Achievement, edited by J. Hattie and E. Anderman, 257–259. New York: Routledge.
   Google Scholar
• Gurria, A. 2014. “PISA 2012 Results in Focus: What 15-year-olds Know and What They Can Do with What They Know.” Accessed 28 January 2016. https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
   Google Scholar
• Hattie, J. 2009. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. London: Routledge.
   Google Scholar
• Hattie, J., and G. Donoghue. 2016. “Learning Strategies: A Synthesis and Conceptual Model.” Science of Learning 1. Accessed 30 June 2016. https://www.nature.com/articles/npjscilearn201613
   Google Scholar
• Henderson, S., and S. Rodrigues. 2008. “Scottish Student Primary Teachers’ Levels of Mathematical Competence and Confidence for Teaching Mathematics: Some Implications for National Qualifications and Initial Teacher Education.” Journal of Education for Teaching 34 (2): 93–107. doi:10.1080/02607470801979533.
   Google Scholar
• Henson, R. K. 2001. “Teacher Self-Efficacy: Substantive Implications and Measurement Dilemmas.” Paper presented at the Annual Meeting of the Educational Research Exchange, College Station, TX, January 26.
   Google Scholar
• Hine, G. 2015. “Strengthening Pre-Service Teachers’ Mathematical Content Knowledge.” Journal of University Teaching and Learning Practice 12 (4). Accessed 28 June 2016. http://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1159&context=edu_article
   Web of Science ®Google Scholar
• Hoy, A. 2000. “Changes in Teacher Efficacy during the Early Years of Teaching.” Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 24–28.
   Google Scholar
• Kleickmann, T., D. Richter, M. Kunter, M. Elsner, M. Besser, S. Krauss, and J. Baumert. 2013. “Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education.” Journal of Teacher Education 64 (1): 90–106. doi:10.1177/0022487112460398.
   Web of Science ®Google Scholar
• Kotzee, B. 2012. “Expertise, Fluency and Social Realism about Professional Knowledge.” Journal of Education and Work. Accessed 25 March 2016. http://www.tandfonline.com/doi/abs/10.1080/13639080.2012.738291
   Google Scholar
• Krainer, K., F. Hsieh, R. Peck, and M. Tatto. 2015. “The TEDS-M: Important Issues, Results and Questions.” In The Proceedings of the 12th International Congress on Mathematical Education, edited by S. J. Cho, 99–121. Accessed 8 September 2015. http://link.springer.com/chapter/10.1007%2F978-3-319-12688-3_10#page-1
   Google Scholar
• Lai, M., and S. Murray. 2012. “Teaching with Procedural Variation: A Chinese Way of Promoting Deep Understanding of Mathematics.” International Journal of Mathematics Teaching and Learning. April. Accessed 21 October 2016. http://www.cimt.plymouth.ac.uk/journal/
   Google Scholar
• Lowrie, T., and R. Jorgensen. 2016. “Pre-service Teachers’ Mathematics Content Knowledge: Implications for How Mathematics is Taught in Higher Education.” Mathematics Teaching and Its Applications 35: 202–215.
   Web of Science ®Google Scholar
• Ma, L. 1999. Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Mehrens, W., and I. Lehman. 1984. Measurement and Evaluation in Education and Psychology. Sydney: Holt: Rinehart and Winston.
   Google Scholar
• Norton, S., and Q. Zhang. 2018. “Middle School Mathematics Teacher Preparation in a Chinese and an Australian University: Different Starting Mathematics Knowledge.” Mathematics Teacher Education and Development 20 (2): 3–24.
   Google Scholar
• Qian, H., and P. Youngs. 2016. “The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data.” Journal of Mathematics Teacher Education 19: 371–396. doi:10.1007/s10857-014-9297-0.
   Web of Science ®Google Scholar
• Rittle-Johnson, B., R. Siegler, and M. Alibali. 2001. “Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.” Journal of Educational Psychology 93 (2): 346–362. doi:10.1037/0022-0663.93.2.346.
   Web of Science ®Google Scholar
• Ross, J. 2013. “Teacher Efficacy.” In International Guide to Student Achievement, edited by J. Hattie and E. Anderman, 266–267. New York: Routledge.
   Google Scholar
• Salvia, J., and J. Ysseldyke. 1998. Assessment. New York: Houghton Mifflin Company.
   Google Scholar
• Scherbaum, C., Y. Cohen-Charash, and M. Kern. 2006. “Measuring General Self-Efficacy: A Comparison of Three Measures Using Item Response Theory.” Educational and Psychological Measurement 66 (6): 1047–1063. doi:10.1177/0013164406288171.
   Web of Science ®Google Scholar
• Schwarzer, R., and M. Jerusalem. 1995. “Generalized Self-Efficacy Scale.” In Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs, edited by J. Weinman, S. Wright, and M. Johnston, 35–37. Windsor, UK: NFER-Nelson.
   Google Scholar
• Sherer, M., J. E. Maddux, B. Mercandante, S. Prentice-Dunn, B. Jacobs, and R. Rogers. 1982. “The Self-Efficacy Scale: Construction and Validation.” Psychological Reports 51: 663–671. doi:10.2466/pr0.1982.51.2.663.
   Web of Science ®Google Scholar
• Shulman, L. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. doi:10.3102/0013189X015002004.
   Google Scholar
• Sweller, J. 2016. “Working Memory, Long-Term Memory, and Instructional Design.” Journal of Applied Research in Memory and Cognition 5: 360–367. doi:10.1016/j.jarmac.2015.12.002.
   Web of Science ®Google Scholar
• Tatto, M., M. Rodriguez, and Y. Lu. 2015. “The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideas.” International Perspectives on Education and Society 27: 279–331.
   Google Scholar
• Tatto, M., J. Schwille, S. Senk, L. Ingvarson, R. Peck, and G. Rowley. 2008. Teacher Education and Development Study in Mathematics (TEDS-M): Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics. Conceptual Framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan University.
   Google Scholar
• Thomson, S., N. Wernert, E. O’Grady, and S. Rodrigues. 2015. “TIMSS 2015: A First Look at Australian Results.” Australian Council for Educational Research. Accessed 9 May 2016. http://research.acer.edu.au/timss_2015/1/
   Google Scholar
• U.S. Department of Education. 2008. Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Accessed 9 May 2016. http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
   Google Scholar
• Vaiyavutjamai, P., and M. A. Clements. 2006. “Effects of Classroom Instruction on Students’ Understanding of Quadratic Equations.” Mathematics Education Research Journal 18 (1): 47–77. doi:10.1007/BF03217429.
   Google Scholar
• Van Gog, T. 2013. “Time on Task.” In International Guide to Student Achievement, edited by J. Hattie and E. Anderman, 432–433. New York: Routledge.
   Google Scholar
• Watt, H., and P. Richardson. 2013. “Teacher Motivation and Student Achievement Outcomes.” In International Guide to Student Achievement, edited by J. Hattie and E. Anderman, 271–273. New York: Routledge.
   Google Scholar
• Zakaria, E., Ibrahim, and S. Maat. 2010. “Analysis of Students’ Error in Learning of Quadratic Equations.” International Education Studies 3 (3): 105–110. doi:10.5539/ies.v3n3p105.
   Google Scholar