A Comparison of Pre- and Post- Levels of Mathematics Anxiety among Preservice Teacher Candidates Enrolled in a Mathematics Methods Course.

Autor/inn/en	Sloan, Tina Rye; Vinson, Beth; Haynes, Jonita; Gresham, Regina
Titel	A Comparison of Pre- and Post- Levels of Mathematics Anxiety among Preservice Teacher Candidates Enrolled in a Mathematics Methods Course.
Quelle	(1997), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Elementary Education; Elementary School Teachers; Experiential Learning; Higher Education; Manipulative Materials; Mathematics Anxiety; Mathematics Education; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hilfsmittel; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the effectiveness of a methods course in the reduction of mathematics anxiety levels among three groups of preservice teachers majoring in elementary education. The sample included 61 novices enrolled in a course entitled Mathematics for the Young Child. This methods course utilized concrete manipulatives and active learning approaches. At the beginning of each quarter, prior to instruction, preservice teachers completed the Mathematics Anxiety Rating Scale (MARS), a 98-item, Likert-type questionnaire. They completed it again at the end of the 10-week course. The MARS asked students to rate anxiety levels related to several everyday life and academic situations pertaining to mathematics. Study materials included concrete manipulatives. The study also involved questionnaire-guided narrative interviews. Data analysis indicated that the methods course was able to significantly reduce the math anxiety levels of student teachers. Personal interviews revealed that many students attributed their reduction in anxiety to the methodology and inviting atmosphere of the course. Math anxiety reductions were significantly different in each group studied. For a few students, anxiety increased because the manipulatives were unfamiliar and intimidating. (Contains 5 tables and 34 references.) (Author/SM)
Anmerkungen	Paper presented at the Annual Meeting of the Midsouth Educational Research Association (Nashville, TN, November 12-14, 1997).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC