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Independent samples t-test analysis of early-years future teachers' mathematical beliefs dimensions based on gender
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One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers’ mathematical beliefs as determinants of performance in primary mathematics within the blueprint of t...
Contexts in source publication
Context 1
... the aggregate mathematical beliefs score, the female early-years future teachers in Table 3 pooled a marginally lower mean score (M=2.79, SD=0.55) than their male equivalents (M=2.80, ...Context 2
... As contained in Table 3 the female earlyyears future teachers pooled a little lower mean score (M=2.88, SD=0.77) in emotional and developmental commitment in the learning of mathematics than their male equivalents (M=3.01, ...Context 3
... the Four-Factor Model Item Factor Loadings 1 2 3 4 h Table 3 indicated that the male early-years future teachers pooled marginally lower mean score (M=2.53, SD=0.87) in self-assurance and philosophies concerning one's subjective mathematical aptitude than their female equivalents (M=2.63, ...Similar publications
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Citations
... The negative significant association between mathematics anxiety and students' performance in mathematics on one hand and the negative significant association between mathematics teaching anxiety and students' performance in mathematics, on the other hand, show that the primary teachers with low mathematics anxiety and mathematics teaching anxiety have students who were more cognitively aligned to perform effectively in mathematics. Teachers with low mathematics anxiety and low mathematics teaching anxiety had more confidence in their abilities to teach mathematics effectively and also hold strong mathematical beliefs (Awofala & Sopekan, 2020). Low mathematics anxiety and low mathematics teaching anxiety in primary teachers are antidotes to low motivation to learn mathematics Awofala & Falolu, 2017) and negative productive disposition towards mathematics (Awofala, Lawal, Arigbabu & Fatade, 2022) which may stifle creativity in teachers (Awofala & Fatade, 2015). ...
The study investigated primary teachers’ mathematics anxiety as related to mathematics teaching anxiety and students’ performance in mathematics among 480 primary teachers from twenty public primary schools. The study adopted the quantitative research method within the blueprint of the descriptive survey design. Findings revealed that test anxiety, course anxiety, application anxiety, computation anxiety, social anxiety, content knowledge teaching anxiety, self-confidence teaching anxiety, attitudes toward mathematics teaching anxiety, and teaching knowledge anxiety jointly contributed to a coefficient of multiple regression of 0.501 and a multiple correlation square of 0.251 to the prediction of student's performance in mathematics. By implication, 25.1% of the total variance of the dependent variable (performance in mathematics) was accounted for by the combination of the nine independent variables. Based on this study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate the factor analytic structure of the mathematics teaching anxiety scale among in-service and preservice teachers of mathematics.
Recent progress in artificial intelligence (AI) has aroused interest in the growth and development of educational AI tools (EAITs). Teachers’ adoption of EAITs in classrooms has helped in shaping instructional decisions taken by them in an attempt to promote intelligently and actively students’ meaningful learning of contents areas. Nevertheless, science, technology and mathematics (STM) teachers in Nigeria are rarely adopting and incorporating EAITs in their classrooms pedagogical discourse, and their perceptions of EAITs are rarely assessed. To this end, this study identified human factors in acceptance of EAITs by STM teachers in Nigeria. The study proposed an extended technology acceptance model (TAM) integrating STM teachers’ perceived trust and instructional beliefs in EAITs through a quantitative blueprint of a descriptive survey design. The sample for the study consisted of 345 STM teachers in the six education districts of Lagos State, Nigeria. A valid and reliable instrument tagged adoption of educational artificial intelligence tools questionnaire (AEAITQ, α=0.87) was used to collect survey data which, were analysed via structural equation modeling. The study results showed that STM teachers with constructivist beliefs had the tendency to adopt and incorporate EAITs into their instructional decisions than their counterparts with traditional beliefs. Traditional instructional beliefs (TIB) had a negative influence on perceived trust (PT), perceived ease of use (PEOU), and perceived usefulness (PU). In addition, PT, PEOU and PU were strong factors predicting STM teachers’ adoption of EAITs. However, PEOU was the strongest factor that predicted STM teachers’ adoption of EAITs in pedagogical discourse. Important inferences regarding the growth and adoption of EAITs for significant stakeholders in STM education were discussed.
