Investigating self efficacy beliefs and algebraic knowledge of Turkish middle school mathematics teachers by the interaction of age groups and teaching degrees

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buir.advisorÇorlu, Sencer
dc.contributor.authorCan, Gülhan
dc.date.accessioned2017-03-17T06:50:11Z
dc.date.available2017-03-17T06:50:11Z
dc.date.copyright2017-02
dc.date.issued2017-02
dc.date.submitted2017-03-02
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2017.en_US
dc.descriptionIncludes bibliographical references (leaves 58-76).en_US
dc.description.abstractThe purpose of the current study was to investigate whether there was a statistically significant relationship between Turkish middle school mathematics teachers’ knowledge for teaching algebra, self-efficacy beliefs, age groups, and teaching certification types. Participants of this study were 43 middle school mathematics teachers from 15 randomly selected state schools in a socio-economically low-risk district of Ankara. For the data collection, mathematical knowledge for teaching patterns, functions, and algebra scale and mathematics teaching efficacy beliefs instrument were used. Data were analysed with multivariate analysis of variance approach. The dependent variables were teachers’ patterns, functions, and algebra knowledge and their self-efficacy scores while the independent variables were age groups and certification types (faculty of education certified and alternatively certified). The analysis disclosed that there was no statistically significant difference between two age groups and certification types in mathematical knowledge or self-efficacy beliefs of teachers. Results were discussed with respect to recruitment and placement system in teacher education and quality of professional development programs for in-service teachers.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Gülhan Canen_US
dc.format.extentxii, 91 leaves : charts ; 30 cm.en_US
dc.identifier.itemidB017333
dc.identifier.urihttp://hdl.handle.net/11693/32893
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematical knowledge for teachingen_US
dc.subjectAlgebraen_US
dc.subjectAlgebraic knowledgeen_US
dc.subjectSelf-efficacyen_US
dc.subjectMiddle schoolen_US
dc.titleInvestigating self efficacy beliefs and algebraic knowledge of Turkish middle school mathematics teachers by the interaction of age groups and teaching degreesen_US
dc.title.alternativeOrtaokul matematik öğretmenlerinin öz yeterlik seviyeleri ve cebirsel bilgilerinin yaş grupları ve öğretmenlik sertifikasyonları aracılığıyla incelenmesien_US
dc.typeThesisen_US
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