Elementary General and Special Education Teachers' Mathematics Skills and Efficacy.

The purpose of this study was to extend the literature regarding elementary teachers’ beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers’ mathematics teaching efficacy. In addition, the researchers’ surveyed teachers’ mathematics skills. The participants (n=178) were pre-service elementary level general and special education teachers enrolled in two major state universities in the Southern United States. The participants completed surveys of K-6 mathematics content and completed the Mathematics Teaching Efficacy and Beliefs Instrument (MTEBI). A MANOVA was conducted to investigate the differences between pre-service general and special education teachers’ mathematics computation skills, problem solving skills, personal mathematics teaching efficacy, and mathematics teaching outcome expectancies. Findings indicate differences in participants’ outcome expectancies and problem solving performance. However, both groups of pre-service teachers performed similarly in the areas of computation and teaching efficacy. The results have implications for teacher preparation. The ability to demonstrate mathematical skill is critical for individuals’ success, accounting for variances in employment, income, and work productivity more so than intelligence and reading ability (Rivera-Batiz, 1992). Early mathematics skills lay the foundation for advanced mathematics performance (Houchins, Shippen, & Flores, 2010). Therefore, it is essential that all children receive quality mathematics instruction in the early grades. In an effort to promote quality instruction for all students, reform efforts such as implementation of the National Council of Teachers of Mathematics Standards (NCTM, 2000), the No Child Left Behind Act (2002), and the Individuals with Disabilities Education Improvement Act (2004) have emphasized standards for practice, promoted evidence-based instruction, and progress monitoring. Additionally, the National Mathematics Advisory Panel (2008) calls for continued improvement of pre-service teachers’ knowledge and pedagogical skills in mathematics.