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https://ptsldigital.ukm.my/jspui/handle/123456789/488053Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Kamisah Osman, Prof. Dr. | - |
| dc.contributor.author | Al Hunaini Saoud Said Humood (P86225) | - |
| dc.date.accessioned | 2023-10-11T09:36:34Z | - |
| dc.date.available | 2023-10-11T09:36:34Z | - |
| dc.date.issued | 2021-08-29 | - |
| dc.identifier.other | ukmvital:124251 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/488053 | - |
| dc.description | Educational researchers have paid great attention to teachers' beliefs and practices. This study was conducted to corroborate in understanding the teachers' beliefs and teaching practices of mathematics teachers. This research aimed to develop instruments to measure teachers' mathematical thinking beliefs, assessment practices of mathematical thinking, and assessment beliefs of mathematical thinking. Moreover, the research also aimed to validate the model of mathematical thinking beliefs and mathematics teaching self-efficacy through the assessment practices of mathematical thinking and assessment beliefs of mathematical thinking as multiple mediating. The population of the research was all mathematics teachers in the public schools in Oman. The sample of the research consisted of 537 male and female mathematics teachers. The research implemented four questionnaires: teachers' mathematical thinking beliefs, assessment practices of mathematical thinking, assessment beliefs of mathematical thinking, and mathematics teaching self-efficacy. All instruments and the model were tested by confirmatory factor analysis using AMOS. 22. Fit index tests such as CMIN/DF, CFI, TLI, SRMR, IFI, and RMSEA were applied to reach the accepted model fit. However, some items were omitted from the instruments. The findings revealed that all criteria of fit indices were achieved. It also revealed that acceptable reliability constructs and extracted variance value were obtained for all instruments and the model in the current study. Furthermore, the results indicated significant positive effects of the mathematics teachers' mathematical thinking beliefs on both their assessment practices of mathematical thinking and assessment beliefs of mathematical thinking. The findings also revealed that mathematics teachers teaching self-efficacy received positive effects from both their assessment practices of mathematical thinking and assessment beliefs of mathematical thinking. Moreover, the results revealed that the teachers' assessment practices of mathematical thinking positively affected their assessment beliefs of mathematical thinking. The findings also highlighted the absence of a direct effect of teachers' mathematical thinking beliefs on their mathematics teaching self-efficacy. However, it was shown that there is an indirect positive effect form of the teachers' mathematical belief on their teaching self-efficacy through both their assessment practices and beliefs of mathematical thinking separately or complementarily.,Ph.D | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Mathematics -- Teaching and learning | - |
| dc.subject | Teaching and learning -- Oman | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | Mathematics teachers' assessment beliefs, practices of mathematical thinking and mathematics teaching self-efficacy in Oman | - |
| dc.type | Theses | - |
| dc.format.pages | 338 | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_124251+SOURCE1+SOURCE1.0.PDF Restricted Access | 4.05 MB | Adobe PDF |  View/Open |
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