TY - JOUR

T1 - Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

AU - Kaskens, Jarise

AU - Segers, Eliane

AU - Goei, Sui Lin

AU - van Luit, Johannes E.H.

AU - Verhoeven, Ludo

PY - 2020/8

Y1 - 2020/8

N2 - We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed.

AB - We examined to what extent children's development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children's math development is needed.

KW - Math development

KW - Mathematical knowledge for teaching

KW - Mathematics education

KW - Self-beliefs

KW - Self-efficacy

KW - Teacher behavior

UR - http://www.scopus.com/inward/record.url?scp=85084085211&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85084085211&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2020.103096

DO - 10.1016/j.tate.2020.103096

M3 - Article

AN - SCOPUS:85084085211

SN - 0742-051X

VL - 94

SP - 1

EP - 14

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103096

ER -