Abstract:

Students of mathematics at the Faculty of Education have a different mathematical knowledge, ideas about the objectives of their future teaching career, skills, and attitudes to working with children, etc. Similarly, their relationship to mathematics is largely varied. We believe that the development of their relationship to mathematics at all levels of education prior to their enrolment in the Faculty of Education has a significant effect on the perception of their own self-efficacy and future educational activities. In line with the principles of self-efficacy, our assumption is that students with a positive attitude to mathematics tend to approach teaching as a challenge rather than a threat that needs to be avoided. This positive attitude to life helps future teachers develop intrinsic motivation for teaching mathematics; these teachers set stringent goals and constantly strive to achieve them.

This assumption was the basis of a research study aimed at all students of Teaching for Primary School in mathematics seminars. The quantitative part comprised the Norwegian Teacher Self-Efficacy Scale (NTSES). This questionnaire includes a seven-point Likert scale and consists of 24 items that can be divided into six sub-categories: Instruction, Adapt Instruction to Individual Needs, Motivate Students, Maintain Discipline, Cooperate with Colleagues and Parents, Cope with Change. The questionnaire was then complemented with an analysis of seminar papers on Self-Reflection of the Relationship to Mathematics, in which the students were supposed to describe their attitude to mathematics since the first encounter until their contemporary study at the Faculty of Education

Keywords:

Teacher, mathematics, self-efficacy.