Mathematics Anxiety: One Size Does Not Fit All

Autor/in	Stoehr, Kathleen Jablon
Titel	Mathematics Anxiety: One Size Does Not Fit All
Quelle	In: Journal of Teacher Education, 68 (2017) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116676316
Schlagwörter	Mathematics Instruction; Anxiety; Coping; Elementary School Teachers; Females; Teacher Competencies; Teacher Education; Student Attitudes; Self Concept; Mathematics Tests; Teaching Methods; Qualitative Research; Professional Identity; Focus Groups; Interviews; Undergraduate Students; Autobiographies; Stress Variables + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Angst; Bewältigung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Lehrkunst; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Interviewing; Interviewtechnik; Autobiography; Autobiografie; Autobiographie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01