Causes and Reduction of Math Anxiety in Preservice Elementary Teachers

Harper, Norma Wynn; Daane, C. J.

doi:10.1080/01626620.1998.10462889

Cited by 142 publications

(157 citation statements)

References 15 publications

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“…This may be explained by the fact that seniors have taken the mathematics method course for two consecutive semesters. Parallel findings about the efficacy of the mathematics method ISSN 1980ISSN -4415 http://dx.doi.org/10.1590ISSN /1980 courses on MA have been reported by several researchers (HARPER; DAANE, 1998;LYNCH, 1994;SOVCHIK;MECONI;STEINER, 1981;VINSON, 2001). This conclusion may also provide support to the aforementioned comment that the present pre-service education system helps in reducing MA.…”

Section: Discussionsupporting

confidence: 61%

“…Previous researches stated that some teachers had MA and transferred it to the students (BALOĞLU, 2001;HARPER;DAANE, 1998). On the other hand, some argued that the fact that the forthcoming teachers of this study, who will be responsible for educating future generations, have low levels of MA, is a positive development that gives hope for the future.…”

Section: Discussionmentioning

confidence: 71%

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Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

Çatlıoğlu

Gürbüz

Birgin

2014

Bolema

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This study aims to provide new evidence from Turkish pre-service elementary school (PES) teachers and to identify some correlations and factors associated with mathematics anxiety (MA). 480 Turkish PES teachers participated in this study. Data was collected using a Personal Information Form, Mathematics Anxiety Scale, and Mathematics Attitude Scale. Data was analyzed using the SPSS 17.0 statistics program. It was revealed that the MA level of the participants was low, and the difference based on gender was not significant. Cross-sectional comparison indicated that freshmen were more inclined to have MA than the seniors. Based on self-reported perceptions, we found that there were significant differences related to mathematics. There was a tendency for participants with negative attitudes towards mathematics and low achievers to possess higher levels of MA. It was also found that there was a significant correlation among mathematics anxiety, mathematics achievement, and mathematics attitudes. This study will provide some guidance for the revision of course requirements and teaching strategies, and promotes collaboration between mathematics educators and counselors.Keywords: Mathematics anxiety. Pre-service elementary school teacher. Mathematics attitudes. Gender. Achievement. ResumoO artigo pretende investigar, no contexto da Turquia, fatores associados à ansiedade em relação à Matemática, tendo como sujeitos futuros professores da escola elementar. Quatrocentos e oitenta sujeitos compuseram a amostragem da pesquisa, cujos dados foram coletados por meio de questionários, organizados usando escalas que levaram em conta tanto a ansiedade quanto a atitude de cada sujeito em relação à Matemática e analisados usando o programa estatístico SPSS 17.0. Observou-se que o nível de ansiedade dos professores é baixo e que a diferença entre os gêneros não é significativa. Uma análise cruzada revelou que a ansiedade dos futuros professores em início de formação são mais inclinados à ansiedade que aqueles ao final do curso. A partir de relatos dos próprios participantes, foram detectadas diferenças significativas, entre eles, no que diz respeito à Matemática e a existência de uma correlação entre a ansiedade, atitudes e resultados obtidos pelos estudantes. Os

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 71%

Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

Çatlıoğlu

Gürbüz

Birgin

2014

Bolema

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“…Bu kaygı ıraksak öğrenme stili olanlarda en yüksek, yakınsak olanlarda ise en düşük olmuştur. Öğretim stratejileri de matematik ya da matematik öğretimi üzerine öğretmen adaylarının kaygısını etkilemektedir (Levine, 1996;Harper & Daane, 1998;Vinson, 2001;Bursal & Paznokas, 2006;Gresham, 2007;Liu, 2008, Peker, 2009c. Madley ve Dorward (2011) tarafından yapılan çalışmada, matematik kaygısı ve matematik öğretme kaygısı arasında pozitif bir ilişki olduğu ortaya konmuştur.…”

Section: Introductionunclassified

The Effect of Mathematics Self-Efficacy on Anxiety of Teaching Mathematics

Ural¹

2015

Journal of Theoretical Educational Science

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ABSTRACT:The aim of the study is to investigate the effect of mathematics self-efficacy belief on anxiety of teaching mathematics. The participants of the study consist of 42 mathematics teacher candidates in the Department of Mathematics Education, Faculty of Education. The scale of mathematics self-efficacy, developed by Umay (2001), and the scale of mathematics teaching anxiety, developed by Peker (2006), was enrolled as measurement tools. Pearson correlation was used for the correlation between teacher candidates' average points from the both scales. The results revealed that there was a significant and negative correlation mathematics self-efficacy beliefs and anxiety of teaching mathematics. This result means that the students' mathematics teaching anxiety decreases as their mathematics self-efficacy beliefs increase. On the other hand, it was seen that mathematics self-efficacy belief explains 35% of the variance in teaching mathematics anxiety. Besides, it was determined that mathematics teacher candidates' mathematics teaching anxiety was at low level, and mathematics efficacy beliefs are at high level. Mathematics self-efficacy refers to the belief or perception that one is capable of organizing and executing the actions necessary to succeed at a given mathematical task. For this aim, their knowledge and abilities relating mathematical concepts and also their confidences about their mathematical abilities must be enhanced.

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“…The Primary school is thought to be the starting point of mathematics anxiety [14] [15] [16] [17] [18], where students are reported to exhibit a total dislike for mathematical contents, especially when instructed in basic skills in mathematics rather than in the ideas that generate the skills [14] [15] [16] [17] [18].…”

Section: Introdcutionmentioning

confidence: 99%

Impact of Mathematics Anxiety on Undergraduate Mathematics Students in a Gulf Country

AlMuharraqi¹,

Toworfe²

2018

IJEMR

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Mathematics anxiety has been established to negatively influence students' learning experiences in Mathematics. There is, however, no data available on this condition in undergraduate students in any of the Gulf countries in the region. This study therefore seeks to bridge the knowledge gap about how Mathematics anxiety influences learners in undergraduate Mathematics programmed in a GCC country. Researchers constructed a measurement scale comprising two sections: where the first section addresses Mathematics anxiety among undergraduate leaners in the course of studying mathematics and the second section relates to the levels of anxiety exhibited by learners when taking assessments. The scale was modified from the original Mathematics Anxiety Rating Scale (MARS) model. The data obtained was analysed using descriptive statistics and onesample t-test at 95% level of confidence. The results suggest that most learners exhibit high to extreme levels of anxiety while taking Mathematics assessments, whereas they showed moderate to low levels of Mathematics anxiety while studying Mathematics, although some of the learners did exhibit extreme anxiety levels while studying the subject.

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Causes and Reduction of Math Anxiety in Preservice Elementary Teachers

Cited by 142 publications

References 15 publications

Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

The Effect of Mathematics Self-Efficacy on Anxiety of Teaching Mathematics

Impact of Mathematics Anxiety on Undergraduate Mathematics Students in a Gulf Country

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