The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices

摘要

This paper examined the effects of an instructional approach known as Spatial Temporal Mathematics (ST Math) on teacher beliefs about mathematics teaching. Participants were 339 elementary teachers teaching grades 2–5 who were randomly assigned to a control or treatment group. Hierarchical linear modeling was used to determine the effects of the intervention on self-efficacy, outcome expectancy, and instructional practices using scientific reasoning. While the treatment did not yield significant effects in teacher outcomes, our secondary analysis indicated that time on ST Math and the integration of ST Math into daily instructions were positively associated with teacher efficacy and instructional practices using scientific reasoning. Implications of the results on teacher beliefs about mathematics teaching are discussed.