Pre-Service Teachers’ Mathematics Teaching Efficacy Beliefs and Procedural Fluency in Rational Expressions

Procedural fluency, a vital component of mathematical proficiency, involves the ability to apply mathematical procedures efficiently and accurately. Despite its importance, research indicates that pre-service teachers struggle with procedural fluency, particularly in topics like rational expressions. Therefore, this study examines the relationship between pre-service teachers’ mathematics teaching efficacy beliefs and their procedural fluency in rational expressions. A descriptive-correlational design was employed in this study, and an adapted questionnaire was utilized to measure the MTEB of 176 pre-service teachers from private institutions in the Davao region, along with a test paper to assess their procedural fluency. Data were analysed using the mean, standard deviation, and Spearman’s Rho. Results show that pre-service teachers have a high level of MTEB and a very low level of procedural fluency. Correspondingly, the findings revealed that the overall beliefs in teaching mathematics has a weak negative correlation to procedural fluency, however, specific aspects of rational expressions are connected to their confidence in teaching and their expectations. Hence, it is crucial for pre-service teachers to be provided with interventions that will improve their ability to apply mathematical procedure accurately and efficiently.