Mediating role of teacher numeracy in shaping conceptual mathematics teaching perceptions: Evidence from early elementary teachers
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Abstract
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.
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