Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers

Abstract

The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.

Role of Mathematical Self-Efficacy and Self-Concept in Mathematics Achievement: A Structural-Motivational Model

“…The result is consistent with past studies (e.g. Bong & Skaalvik 2003;Isiksal et al 2009) which have indicated that students' mathematics self-concept strongly influences their mathematics anxiety or mathematics interest. Surprisingly, this study has shown a negative link between mathematics interest and mathematics achievement.…”

“…Pajares & Miller 1994) regarding the critical role that mathematical self-efficacy beliefs play in determining the students' mathematics achievement, and that mathematical selfconcept beliefs are a better predictor for affective-motivational variables (e.g. Isiksal et al 2009). Interestingly, this study reveals a negative correlation between mathematics interest and mathematics achievement.…”

“…Many studies (e.g. Hembree 1990;Isiksal et al 2009) have confirmed that mathematics anxiety generally results from a lack of confidence, ineffectual teachers, poor academic achievement or bad experiences. Moreover, mathematics anxiety has a powerful influence upon mathematics education due to negatively affecting students' mathematics attitude and mathematics performance.…”

“…Much research (e.g. Ferla et al 2009;Isiksal et al 2009) indicates that anxiety in mathematics is associated with mathematical self-efficacy and mathematical self-concept.…”

Valuing assessment in teacher education - Multiple-choice competency testing

“…Research by Isiksal, Curran, Koc, and Askun, (2009) highlights school environments as incubators of this anxiety and their research supports the work of Hembree (1990) and Ma (1999), who found that mathematical anxiety impacts on student learning and on teachers' effectiveness in teaching. Therefore, teachers who experience mathematical anxiety often promote the early development of mathematical anxiety in their students.…”