A Study of Mathematics Anxiety in Pre-Service Teachers

Autor/in	Gresham, Gina
Titel	A Study of Mathematics Anxiety in Pre-Service Teachers
Quelle	In: Early Childhood Education Journal, 35 (2007) 2, S.181-188 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-007-0174-7
Schlagwörter	Teaching Methods; Preservice Teacher Education; Elementary Education; Concept Formation; Teacher Education Programs; Methods Courses; Mathematics Anxiety; Early Childhood Education; Change; Preservice Teachers; Guidelines; Surveys; Interviews; Questionnaires; Statistical Significance; Mathematical Concepts; Mathematics Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; Concept learning; Begriffsbildung; Methodisch-didaktische Anleitung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Wandel; Richtlinien; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Fragebogen; Mathematics lessons; Mathematikunterricht
Abstract	The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner's framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p less than 0.001) who completed a mathematics methods course that emphasized Bruner's model of concept development. Results of the study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10