Date of Conferral
Doctor of Education (Ed.D.)
Karen K. Hunt
AbstractThis qualitative case study was focused on Year 1 teachers’ instructional practices and perceived self-efficacy related to their teaching of mathematics using the Realistic Mathematics Education (RME) framework in 4 primary schools in a British Overseas Territory (BOT). At the time of this study, the territory had adopted the RME inquiry-based approach to improve the teaching and learning of mathematics. Data retrieved from school reports indicated that some teachers’ instructional practices did not reflect the RME framework. This case study was conducted to provide insights into Year 1 teachers’ pedagogical practices, perceptions of their self-efficacy competence, and motivation in using the RME instructional model for teaching mathematics. Research questions addressed components of the RME instructional model and Bandura’s self-efficacy theory. A purposeful sample of 7 Year 1 teachers were selected for interviews and lesson plan review. Data were analyzed through coding and theme development. Findings indicated that teachers possessed varying levels of confidence and competence in implementing the RME framework. Other themes that emerged from the analysis included that constant change in curriculum requirements and unfocused professional development affected teachers’ efficacy perceptions of their confidence and competence in implementation of the RME. An E-Math Learning Lab project was developed for teachers to improve their skills and confidence in teaching mathematics. Social change may occur as teachers use Lab components to strengthen their pedagogical skills, develop student critical thinking skills, and close mathematics achievement gaps in this BOT.
Henry-Burrell, Pearlyn Lyn, "Primary Teachers’ Mathematical Practices and Self–Efficacy In Implementing Realistic Mathematics Education" (2020). Walden Dissertations and Doctoral Studies. 9572.