Mathematics Anxiety and Mathematics Teacher Efficacy: What is the Relationship in Elementary Preservice Teachers?

Abstract

The study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers. Participants included 28 elementary preservice teachers at a mid‐size university in the southeastern United States who had just completed a mathematics methods course. Data sources included the Mathematics Anxiety Rating Scale. Mathematics Teaching Efficacy Beliefs Instrument, and clinical interviews. Findings revealed a significant, moderate negative relationship between mathematics anxiety and mathematics teacher efficacy (r = ‐.440, p < .05). In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics anxiety.

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

“…The results showed that around 30% of students reported feeling helpless or nervous when faced with math problems, and negative feelings towards math are also associated with lower school performance. Special attention has been paid to MA and its impact on mathematical learning: an ever-growing body of research has recognised that anxiety states and worry experienced during math classes or related activities are significant factors with a negative influence on math learning and basic numerical abilities in both adults (Bursal & Paznokas, 2006;Jameson & Fusco, 2014;Pozehl, 1996;Maloney & Beilock, 2012;McMullan, Jones, & Lea, 2010;Swars, Daane, & Giesen, 2006) and children (Hill et al, 2016;Wu, Barth, Amin, Malcarne, & Menon, 2012). MA thus seems to have serious consequences, not only in the short term (on math performance at school), but also in the long term, adversely influencing an individual's choice of career, type of occupation and professional growth in adulthood (Ashcraft & Ridley, 2005;Beasley, Long, & Natali, 2001;Chipman, Krantz, & Silver, 1992;Hembree, 1990;Ho et al, 2000).…”

Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-efficacy Beliefs towards Mathematics and Mathematics Teaching

“…According to the related literature, there are correlations between self-efficacy beliefs toward mathematics and self-efficacy beliefs toward mathematics teaching (Ünlü & Ertekin, 2013); between mathematics anxiety and mathematics teaching anxiety (Hacıömeroğlu, 2014;Peker & Ertekin, 2011); between mathematics anxiety and self-efficacy beliefs toward teaching (Gresham, 2008;Swars, Daane & Giesen, 2006) and between students' self-efficacy, self-confidence and mathematics anxiety (Alkan, 2011;Meece et al, 1990, Pajares & Kranzler, 1995Pajares & Miller, 1995;Zimmerman & Clearly, 2006).…”

Development of the Mathematics Teaching Efficacy Beliefs Instrument Korean Version for Elementary Preservice Teachers

“…For example, teacher efficacy is a significant predictor of mathematics instructional strategies, and highly efficacious teachers are more effective than teachers with a lower sense of efficacy (Swars, 2005); teachers with a high self-efficacy are more willing to be creative and to use inquiry-based methods of teaching mathematical concepts (Wilkins, 2008). In addition, mathematics teaching efficacy is related to methods courses and field experiences (Evans, 2011;Swars, Smith, Smith, & Hart, 2009;Utley, Bryant, & Moseley, 2005); is negatively correlated to mathematics anxiety (Gresham, 2008;Swars, Daane, & Giesen, 2006); is related to preservice teachers' ages, lower mathematics history, and methods course performance (Brown, 2012).…”