Motivating Mathematicians: A Theoretical Framework of Professional Development to Support Efficacious Behaviors for Teachers of Elementary Mathematics

Abstract

The K-12 mathematics experiences of today’s elementary teachers often were one dimensional, or traditional, in nature. Many elementary teachers recall negative, isolating mathematics experiences from their earliest memories of math, and these experiences have shaped their sense of efficacious behaviors for mathematics and teaching mathematics. This study utilized constructivist grounded theory to generate theory for how the sense of efficacy for elementary teachers of mathematics is changed by professional development. The inquiry extends current research on educational leadership for elementary mathematics education by examining multiple data, including sources of quantitative and qualitative data for analyses: a mixed survey that utilized Likert scale items and open-ended questions, interviews, observations, reflective writing documents, and focus group interviews for generating theory. Nine teacher participants shared their experiences: both from their K-12 education, as well as during the mathematics professional development, and how these have shaped their motivation, efficacious behaviors, and pedagogical practices. The theory of math efficacy and motivation for teachers of elementary mathematics as well as the math professional development for efficacious behaviors theoretical framework were developed because of this study. Implications of the findings for efficacious behaviors of elementary mathematics teachers include recommendations to utilize categories from the math professional development for efficacious behaviors theoretical framework for educational leaders when constructing future mathematics professional development for practicing elementary teachers.