Mediating role of teacher numeracy in shaping conceptual mathematics teaching perceptions: Evidence from early elementary teachers
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Resumo
Strengthening mathematics learning that emphasizes conceptual understanding places teachers at the center of students' learning success. However, the mechanisms through which teacher competence shapes perceptions of conceptual mathematics teaching remain insufficiently explored, particularly among early elementary school teachers. This study investigated the relationships among mathematical pedagogical knowledge, teacher numeracy skills, and perceptions of mathematical conceptual teaching, as well as the mediating role of teacher numeracy skills. A quantitative survey was conducted involving 885 early elementary school teachers from various regions of Indonesia. Data were collected through an online questionnaire and analyzed using Structural Equation Modeling with a two-step approach. The results showed that mathematical pedagogical knowledge had significant positive effects on teacher numeracy Skills (β = 0.698, p < 0.001) and perceptions of mathematical conceptual teaching (β = 0.172, p < 0.001). Teacher numeracy skills also positively influenced perceptions of mathematical conceptual teaching (β = 0.355, p < 0.001) and partially mediated the relationship between mathematical pedagogical knowledge and perceptions of mathematical conceptual teaching (indirect effect β = 0.248, p < 0.001). This study provides a novel contribution by demonstrating that teacher numeracy skills function not merely as an independent professional competency but as an explanatory mechanism through which mathematical pedagogical knowledge is translated into teachers' perceptions of conceptually oriented mathematics instruction. These findings suggest that teachers' perceptions of conceptually oriented mathematics instruction are shaped not only by pedagogical knowledge but also by their ability to apply mathematics meaningfully in contextual situations. The study highlights the importance of strengthening both pedagogical and numeracy competencies in teacher education and professional development programs.
Dados da obra
- Tipo
- Artigo
- Periódico
- Infinity, v. 15, n. 3, p. 801-830
- Editora
- Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society
- Ano
- 2026 (2026-08)
- Idioma
- en
- Palavras-chave
- mathematical conceptual; numeracy; pedagogical knowledge; structural equation modeling
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.22460/infinity.v15i3.p801-830
- ISSN
- 2089-6867, 2460-9285
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ROHAETI, Euis Eti; WIDODO, Sri Adi. Mediating role of teacher numeracy in shaping conceptual mathematics teaching perceptions: Evidence from early elementary teachers. Infinity, v. 15, n. 3, p. 801-830, 2026. DOI: https://doi.org/10.22460/infinity.v15i3.p801-830.
APA
Rohaeti, E. E., & Widodo, S. A. (2026). Mediating role of teacher numeracy in shaping conceptual mathematics teaching perceptions: Evidence from early elementary teachers. Infinity, 15(3), 801-830. https://doi.org/10.22460/infinity.v15i3.p801-830
BibTeX
@article{rohaeti2026,
author = {Rohaeti, Euis Eti and Widodo, Sri Adi},
title = {Mediating role of teacher numeracy in shaping conceptual mathematics teaching perceptions: Evidence from early elementary teachers},
year = {2026},
journal = {Infinity},
volume = {15},
number = {3},
pages = {801-830},
publisher = {Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society},
doi = {10.22460/infinity.v15i3.p801-830},
language = {en}
}RIS
TY - JOUR AU - Rohaeti, Euis Eti AU - Widodo, Sri Adi TI - Mediating role of teacher numeracy in shaping conceptual mathematics teaching perceptions: Evidence from early elementary teachers PY - 2026 JO - Infinity VL - 15 IS - 3 SP - 801 EP - 830 DO - 10.22460/infinity.v15i3.p801-830 LA - en ER -
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