Mathematics anxiety, prior experience and confidence to teach mathematics among pre‐service education students

Brady, Patrick; Bowd, Alan D.

doi:10.1080/1354060042000337084

Cited by 114 publications

(150 citation statements)

References 17 publications

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“…The research documented that there have been many studies done on pre-or in-service teachers' mathematics anxiety (Austin, Wadlington & Bitner, 1992;Vinson, Haynes, Brasher, Sloan & Gresham, 1997;Tooke & Lindstrom, 1998;Newstead, 1998;Brown, McNamara, Hanley & Jones, 1999;Vinson, 2001;Uusimaki & Nason, 2004;Brady & Bowd, 2005;Idris, 2006;Gresham, 2007). For example, according to Brown et al (1999), Uusimaki and Nason (2004), and Malinsky, Ross, Pannells, and McJunkin (2006), the origin of pre-service teachers' negative beliefs and anxiety about mathematics could be attributable to prior school experiences, such as experiences as a mathematics student, and the effect of prior teachers, and of teacher training programs.…”

Section: Anxiety and Mathematics Teaching Anxietymentioning

confidence: 99%

“…There are many variables, such as mathematics anxiety (Baloğlu, 1999(Baloğlu, /2001, learning styles (Sloan, Daane, & Giesen, 2002;Peker, 2005), instruction (Vinson, 2001;Iossi, 2007), lack of self-confidence (Uusimaki & Nason, 2004;Brady & Bowd, 2005), teacher beliefs, environment (Uusimaki & Nason, 2004), lack of parental support (Engelhard, 1990;Uusimaki & Nason 2004), and gender (Altermatt & Kim, 2004), that appeared to affect students' mathematics learning abilities. It seems that mathematics anxiety is an important factor that affects student achievement and attitude towards mathematics (Hembree, 1990).…”

Section: Introductionmentioning

confidence: 99%

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Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Peker

2009

EURASIA J MATH SCI T

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The purpose of this study was to investigate the differences in the teaching anxiety of preservice teachers in mathematics according to their learning style preferences. There were a total of 506 pre-service teachers involved in this study. Of the total, 205 were pre-service elementary school teachers, 173 were pre-service elementary mathematics teachers, and 128 were pre-service secondary mathematics teachers. In the collection of the data, the researcher employed two types of instruments: the Learning Style Inventory (LSI) and the Mathematics Teaching Anxiety Scale (MATAS). The LSI determined the participants' learning style preference: divergent, assimilator, convergent, and accommodator. The MATAS found the participants' mathematics teaching anxiety level. The researcher used the one-way ANOVA with α = 0.05 in the analysis of the data. The study revealed that there were statistically significant differences in mathematics teaching anxiety between convergent and the other three types of learners: divergent, accommodator, and assimilator. The difference was in favour of convergent learners. In other words, convergent learners had less mathematics teaching anxiety than the other types of learners. The study also found that divergent learners showed the highest level of mathematics teaching anxiety.

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Section: Anxiety and Mathematics Teaching Anxietymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Peker

2009

EURASIA J MATH SCI T

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“…Brady and Bowd [32] also found that about 39% of prospective elementary school teachers reported that mathematics was the subject they least liked and were therefore uncomfortable teaching it [30].…”

Section: Mathematics Anxiety In Teachers and Learnersmentioning

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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“…This is important to study, reasoning that teachers who experienced mathematics anxiety as students may pass their anxiety onto the next generation of mathematics students (Beilock et al, 2010;Brady & Bowd, 2005;Sloan, 2010). Similarly, women elementary PSTs who had experienced mathematics anxiety have themselves voiced great concern about being able to teach mathematics effectively to their students (Brown et al, 2012), especially as they encountered new demands to understand and teach mathematical concepts and strategies (Bursal & Paznokas, 2006;McGlynn-Stewart, 2010).…”

Section: Mathematics Anxiety As Future Mathematics Teachersmentioning

confidence: 99%

“…Accordingly, researchers interested in mathematics teacher education have investigated how prospective teachers' (PSTs) experiences with mathematics anxiety as K-12 students may affect their approaches to teaching mathematics as new professionals (Beilock, Gunderson, Ramirez, & Levine, 2010;Bursal & Paznokas, 2006;Mizala, Martinez, & Martinez, 2015). Particular attention has been given to women in elementary teacherpreparation programs, who have reported much higher levels of mathematics anxiety than have women secondary mathematics PSTs, men elementary PSTs, and men secondary mathematics PSTs (Brady & Bowd, 2005). In the United States, 90% of elementary teachers are women (Beilock et al, 2010), so the prevalence of mathematics anxiety among this group is especially concerning.…”

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confidence: 99%

Mathematics Anxiety

Stoehr

2016

Journal of Teacher Education

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Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers' larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning.

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Mathematics anxiety, prior experience and confidence to teach mathematics among pre‐service education students

Cited by 114 publications

References 17 publications

Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

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

Mathematics Anxiety

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