Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science

Bursal, Murat; Paznokas, Lynda

doi:10.1111/j.1949-8594.2006.tb18073.x

Cited by 258 publications

(254 citation statements)

References 25 publications

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“…None of the studies in this review defined attitude according to its constituent parts. The studies that did define the concept they were investigating were mostly focusing on selfefficacy or self-confidence and only defined these latter concepts (Bleicher, 2007;Bursal & Paznokas, 2006;Harlen & Holroyd, 1997;Lumpe et al, 2000Palmer, 2006;Scharmann & Orth Hampton, 1995;Schoon & Boone, 1998Skamp, 1991;Wenner, 1993Wenner, , 1995.…”

Section: Critical Reflectionsmentioning

confidence: 99%

“…Several studies (Atwater et al, 1991;Bursal & Paznokas, 2006;Evans & Durant, 1995;Hartshorne, 2008;Haury, 1989;McDevitt et al, 1993;Palmer, 2004;Young, 1998) investigated respondents' fear of or aversion toward science-related concepts and activities that are not necessarily related to the context of primary school context. For example, several studies measured how nervous or tense people feel when they encounter science-related topics or when they have to discuss science topics with someone.…”

Section: Affectmentioning

confidence: 99%

“…Table 1, the most frequently investigated component of the construct of primary teachers' professional attitude is self-efficacy. Studies investigating self-efficacy focused on a variety of aspects and effects of self-efficacy, including the following: effect studies of interventions aimed at preservice and inservice teachers (Appleton, 1995;Bleicher, 2007;Carleton et al, 2008;Hartshorne, 2008;Harty et al, 1991;Jarrett, 1999;Jarvis & Pell, 2004;McDevitt et al, 1993;Palmer, 2001Palmer, , 2006Pedersen & McCurdy, 1992;Scharmann & Orth Hampton, 1995;Wenner, 1993Wenner, , 1995, studies on the development of instruments (Coulson, 1992;Yilmaz-Tuzun, 2008), studies investigating the relationship between self-efficacy and science-related knowledge of preservice teachers (Appleton, 1995;Harlen, 1997;Harlen & Holroyd, 1997;Holroyd & Harlen, 1996;Murphy, Neil, & Beggs, 2007;Schoon & Boone, 1998;Tosun, 2000), one study investigating the relationship between anxiety and self-efficacy (Bursal & Paznokas, 2006), studies investigating the difference between preservice teachers and experienced inservice teachers with regard to self-efficacy (Skamp, 1991), studies focusing on the sources of self-efficacy in preservice teachers (Appleton & Kindt, 1999;Palmer, 2001;Ramey-Gassert et al, 1996), one study on the relation between self-efficacy and intention to teach science (Koballa, 1986), and one study focusing on the amount of self-efficacy of primary teachers (Yates & Goodrum, 1990).…”

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

“…Coulson (1992), Mulholland and Wallace (1996), Palmer (2001Palmer ( , 2004Palmer ( , 2006, Skamp (1991), Yates andGoodrum (1990), andYoung (1998). (Total 9) Appleton (1995), Appleton and Kindt (1999), Bleicher (2007), Bursal and Paznokas (2006), Carleton et al (2008), Coulson (1992) Harlen (1997) Harlen and Holroyd (1997), Hartshorne (2008), Harty et al (1991), Holroyd and Harlen (1996), Jarret (1999), Jarvis and Pell (2004), Koballa (1986), McDevitt et al (1993), Murphy et al (2007), Palmer (2001Palmer ( , 2006, Pederson and McCurdy (1992), Ramey-Gassert et al (1996), Scharmann and Orth Hampton (1995), Schoon and Boone (1998), Skamp (1991), Tosun (2000), Wenner (1993Wenner ( , 1995, Yates and Goodrum (1990), and Yilmaz-Tuzun on the attitudes of preservice teachers (Cobern & Loving, 2002;Coulson, 1992;Koballa, 1986;McDevitt, Heikkinen, Alcorn, Ambrosio, & Gardner, 1993;…”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

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Primary teachers' attitudes toward science: A new theoretical framework

2011

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Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed 96:158–182, 2012

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Section: Critical Reflectionsmentioning

confidence: 99%

Section: Affectmentioning

confidence: 99%

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

See 2 more Smart Citations

Primary teachers' attitudes toward science: A new theoretical framework

2011

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“…It is shown in several studies that the MA of PES teacher is significantly reduced when the emphasis is placed on understanding (BURSAL; PAZNOKAS, 2006;HEMBREE, 1990;ISSN 1980-4415 http://dx.doi.org/10.1590/1980-4415v28n48a06 TOBIAS, 1998VINSON, 2001). Gresham (2007) found a statistically significant reduction in the MA scores of 248 early childhood/elementary education pre-service teachers who completed a methods course that emphasized the use of manipulative and concrete learning of the mathematical content.…”

Section: Discussionmentioning

confidence: 99%

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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Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

Kurylas

Ott

Schachtner

et al. 2005

J of Comparative Neurology

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Nitric oxide (NO), generated enzymatically by NO synthase (NOS), acts as an important signaling molecule in the nervous systems of vertebrates and invertebrates. In insects, NO has been implicated in development and in various aspects of sensory processing. To understand better the contribution of NO signaling to higher level brain functions, we analyzed the distribution of NOS in the midbrain of a model insect species, the locust Schistocerca gregaria, by using NADPH diaphorase (NADPHd) histochemistry after methanol/formalin fixation; results were validated by NOS immunohistochemistry. NADPHd yielded much higher sensitivity and resolution, but otherwise the two techniques resulted in corresponding labeling patterns throughout the brain, except for intense immunostaining but only weak NADPHd staining in median neurosecretory cells. About 470 neuronal cell bodies in the locust midbrain were NADPHd-positive positive, and nearly all major neuropil centers contained dense, sharply stained arborizations. We report several novel types of NOS-expressing neurons, including small ocellar interneurons and antennal sensory neurons that bypass the antennal lobe. Highly prominent labeling occurred in the central complex, a brain area involved in sky-compass orientation, and was analyzed in detail. Innervation by NOS-expressing fibers was most notable in the central body upper and lower divisions, the lateral accessory lobes, and the noduli. About 170 NADPHd-positive neurons contributed to this innervation, including five classes of tangential neuron, two systems of pontine neuron, and a system of columnar neurons. The results provide new insights into the neurochemical architecture of the central complex and suggest a prominent role for NO signaling in this brain area.

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Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science

Cited by 258 publications

References 25 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

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

Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

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