The Research

Research highlights the critical role of mathematics coaches in enhancing teacher confidence and competencies. Coaches create supportive environments for professional growth by providing individualized feedback, facilitating collaborative learning, and modeling effective instructional practices (Aygün & Işıksal-Bostan, 2019; Stein et al., 2022). These practices have shown significant improvements in teachers' pedagogical approaches and student outcomes.

Collaborative learning environments, such as communities of practice and peer coaching, are essential for fostering teacher confidence and competence. These environments encourage shared learning, reflective dialogue, and collective problem-solving, which are pivotal for improving teaching practices and building a culture of continuous professional growth (Gibbons et al., 2017; Jao, 2013).

Integrating active learning approaches, such as model-eliciting activities (MEAs), enhances mathematics instruction by connecting mathematical concepts to real-world applications. MEAs foster critical thinking, problem-solving, and student engagement, making mathematics more accessible and relevant (Baker & Galanti, 2017; Turner et al., 2022).

Professional development tailored to teachers' needs significantly boosts their confidence in teaching mathematics while reducing math anxiety. Incorporating reflective practices, technological tools, and peer support strengthens teacher self-efficacy, enabling them to deliver more impactful lessons (Campbell & Malkus, 2011; Katz & Stupel, 2016).