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A Synthesis Of The Methods To Reduce Mathematics Anxiety In Pre Service Elementary School Teachers Through A Meta Analysis
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Book Synopsis A Synthesis of the Methods to Reduce Mathematics Anxiety in Pre-service Elementary School Teachers Through a Meta-analysis by : Sharon L. Hayes
Download or read book A Synthesis of the Methods to Reduce Mathematics Anxiety in Pre-service Elementary School Teachers Through a Meta-analysis written by Sharon L. Hayes and published by . This book was released on 2016 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Identification of Factors that Reduce Mathematics Anxiety of Preservice Elementary Teachers in Mathematics Content Courses by : DesLey Viator Plaisance
Download or read book Identification of Factors that Reduce Mathematics Anxiety of Preservice Elementary Teachers in Mathematics Content Courses written by DesLey Viator Plaisance and published by . This book was released on 2007 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring the Impact of a Teacher Education Program on the Mathematical Anxieties of Elementary Pre-Service Teachers by : Sarah Gannon
Download or read book Exploring the Impact of a Teacher Education Program on the Mathematical Anxieties of Elementary Pre-Service Teachers written by Sarah Gannon and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics education in Ontario has been a topic of significant focus in recent years. One concern is the lack of strong elementary mathematics teachers, in part due to the high levels of mathematics anxiety amongst this population (Gresham, 2007; Novak & Tassell, 2017). This study investigated the impact of a teacher education program on elementary pre-service teachers' mathematical anxieties. The study examined the main components of a consecutive teacher education program, namely mathematics methods courses and field experiences, their interrelationships, and their connections with pre-service teachers' background experiences. This explanatory sequential mixed methods approach emphasized qualitative methods (i.e., quan → QUAL) and involved two distinct phases. In Phase 1, quantitative questionnaire data were collected from the nine elementary pre-service teacher participants and analyzed using descriptive statistics. These results were then connected to the individual interview protocols employed in Phase 2 to collect qualitative data, which were analyzed thematically using the constant comparative method to uncover six themes: (a) prior experiences with mathematics, (b) anxieties towards mathematics, (c) the influence of mathematics methods courses on mathematical anxieties, (d) the influence of field experiences on mathematical anxieties, (e) the synthesis of mathematics methods courses and field experiences, and (f) anticipated future mathematics teaching style. This study's results address gaps in the existing literature and highlight the key impacts of teacher education programs on pre-service teachers' state and trait mathematical anxieties. Suggestions are provided for the practice of teacher educators, faculty administrators, and mentor teachers, as well as implications for theory and recommendations for future research.
Book Synopsis Effects of Participating in an Elementary Mathematics Methods Course of Pre-service Elementary Teachers' Mathematics Anxiety by :
Download or read book Effects of Participating in an Elementary Mathematics Methods Course of Pre-service Elementary Teachers' Mathematics Anxiety written by and published by . This book was released on 2013 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study addressed the effect that an elementary mathematics methods course had on pre-service elementary teachers' mathematics anxiety. A post-course survey identified key parts of the mathematics methods course where pre-service teachers' anxiety increased and decreased. Participants in the study were students of the researcher at a liberal arts college in central Minnesota. Results indicated a drop in anxiety levels overall during time spent in the elementary mathematics methods course. Participants indicated the instructors' disposition, the use of manipulatives, cooperative groups, and conversations about mathematics anxiety were all factors in decreasing their overall anxiety about teaching mathematics at the elementary level. " --
Book Synopsis The Effect of a Mathematics Methods Course on Elementary Preservice Teachers' Beliefs about the Standards and Their Level of Mathematics Anxiety by : Norma Jean Wynn Harper
Download or read book The Effect of a Mathematics Methods Course on Elementary Preservice Teachers' Beliefs about the Standards and Their Level of Mathematics Anxiety written by Norma Jean Wynn Harper and published by . This book was released on 1994 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematics Anxiety and Pre-service Elementary School Teachers by :
Download or read book Mathematics Anxiety and Pre-service Elementary School Teachers written by and published by . This book was released on 2003 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Anxiety regarding mathematics is a potent and pervasive feeling among pre-service elementary school teachers. It appears as a result of negative experiences in elementary school and often persists throughout an individual's lifetime. The feeling that mathematical concepts and processes are unfathomable is reinforced by parents, teachers, and society in a variety of ways. As a result, many pre-service elementary school teachers have avoided taking mathematics courses in high school and college and when mathematics courses are required, pre-service elementary school teachers tend to perform poorly in them. However, despite weak academic preparation and anxiety regarding teaching and learning mathematics, pre-service elementary school teachers feel they are well prepared to teach mathematics at the elementary school level.
Book Synopsis Bibliotherapy to Address Mathematics Anxiety in Primary Pre-service Teachers by : Sue Anne Wilson
Download or read book Bibliotherapy to Address Mathematics Anxiety in Primary Pre-service Teachers written by Sue Anne Wilson and published by . This book was released on 2019 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis contributes to the understanding of an important ongoing issue in mathematics education and adds to the literature on ways to address this issue. The study is located against a social and historical background of issues of exclusion from participation in opportunities that are afforded by competence in mathematics. Mathematics anxiety (maths anxiety) in primary pre-service teachers has been reported in the research literature as an ongoing issue. This anxiety can lead to high levels of stress and poor performance and can impact on confidence and emotional and academic wellbeing. Often, proposed solutions have focussed on how pre-service teachers might better learn mathematics. However, research addressing affect has indicated the need for greater emphasis on understanding their emotional responses and anxieties. This thesis reports a descriptive and interpretive sequential mixed method study within the affective domain which investigated the effectiveness of bibliotherapy to better understand and address maths anxiety. The purpose was to understand the impacts of maths anxiety on the mathematical identity of primary pre-service teachers, and how these impacts might be ameliorated. The study investigated questions concerning the range and extent of maths anxiety in pre-service teachers at the start of their teacher education course, their perceptions of the influences that had stimulated this anxiety, and the effectiveness of bibliotherapy in better understanding and/or addressing maths anxiety in pre-service teachers. Data were collected through quantitative and qualitative methods, using the Revised Mathematics Anxiety Rating Scale (Alexander & Martray, 1989) to identify the range and extent of participants' maths anxiety, and the narrative device of Critical Incident Technique (CIT) to investigate the experiences to which they attributed this anxiety. Participants' views provided their perceptions of their mathematical identity. The study investigated the effectiveness of bibliotherapy in two different contexts, Cognitive bibliotherapy in existing classes and Interactive bibliotherapy in a small-group workshop developed in collaboration with the student counsellor. The study employed a multi-scope analysis which used a range of methods - descriptive and inferential statistics (t-tests, confirmatory and exploratory factor analyses), and analysis of themes identified by the CIT and bibliotherapy in the two different contexts. The study found that pre-service teachers begin their teacher education course with existing levels of maths anxiety, which are largely associated with the negative effects of testing and evaluation. The findings also confirmed the major contribution of former teachers to the development of pre-service teachers' maths anxiety, drawing attention to the consequences of blame and humiliation reported by participants and to the importance of the concept of pedagogical tact. The study emphasised the benefits of including in this research pre-service teachers who did not identify with maths anxiety in this research. The workshop provided a transformative experience, as participants showed increased understanding and revision of their maths anxiety and identified alternative conceptions of their previous mathematical experiences. Insight was identified as a major factor in the development of participants' future mathematical identity. This led to evaluations of their future effectiveness as teachers of mathematics, thus illustrating the development of a more positive projective identity. Contributions of the study included the modification of the bibliotherapy stages, development of a key of ideal types for responses and development of a new concept of “biblioperception.” It provided a model for professional collaboration with the student counsellor in the form of the workshop protocol. This thesis argues for a paradigm shift in the way researchers, teacher educators and policy makers view maths anxiety in pre-service teachers. There is a need to identify and celebrate the positive influences that past experiences of maths anxiety can have on evolving more effective teachers in our classrooms, potentially enabling a wider range of students to develop more positive relationships with mathematics. In recognising the potential for pre-service primary teachers' experiences and understanding of maths anxiety to increase their effectiveness teachers of mathematics, this thesis not only posits a new way of thinking about maths anxiety in pre-service teachers, but also provides insights into how it might be addressed, which would be of interest to both researchers and teacher educators. It also discusses implications and recommendations for future research, education practice and policy.
Download or read book Math Methods written by Melissa Ann Wines and published by . This book was released on 2005 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining How Grade Level and Teaching Experience Are Related to Math Anxiety and Anxiety about Teaching Among Practicing Elementary School Teachers by : Nandrea Burrell
Download or read book Examining How Grade Level and Teaching Experience Are Related to Math Anxiety and Anxiety about Teaching Among Practicing Elementary School Teachers written by Nandrea Burrell and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Anxiety among teachers is an important area to study because of the potential for anxious teachers to pass their anxiety to some of their students. From a growing body of research, we see that both preservice and practicing elementary school teachers can also experience anxiety when teaching math. Given that elementary school teachers often teach all school subjects, it is possible that this anxiety about teaching is not distinct for math but could also be experienced when teaching other subjects as well, especially when teachers are early in their careers. From the current literature, we also see that these levels of anxiety, whether about math or about teaching, can vary depending on the grade level the teacher is teaching as well as how long a teacher has been teaching. Using a sample of 296 kindergarten through third-grade teachers, we examine if teachers' general math anxiety and anxiety about teaching math differ depending on the grade level they teach and the length of time they have been teaching, and whether teachers' anxiety about teaching varies by school subject, the grade level they teach, or by the length of time they have been teaching. We found that teachers of earlier grades had more general math anxiety than teachers of upper grades. We also found that the 281 teachers who taught multiple subjects not only experience anxiety when teaching math, but also when teaching other subjects as well, especially at the upper grades. For these teachers, gaining teaching experience was associated with decreases in anxiety when teaching different school subjects. These findings provide evidence for future studies examining anxiety experienced by elementary school teachers who not only teach math, but who teach other subjects as well.
Book Synopsis Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education by : Mulvaney, Tracy
Download or read book Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education written by Mulvaney, Tracy and published by IGI Global. This book was released on 2024-05-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformative leadership emerges as the beacon guiding P-12 schools and higher education institutions through the intricacies of necessary change. Leaders must confront the perennial challenges faced by educational institutions head-on, equipped with an array of innovative strategies and a commitment to fostering equitable practices, from addressing inclusion, diversity, and belonging to navigating the complex terrain of school change. In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, the echoes of Heraclitus's wisdom reverberate, reminding educational leaders that the only constant is change. This book delves into the core of transformative strategies employed by thought leaders across the educational spectrum, from P-12 schools to university corridors. Guided by transformative leadership principles, this book traverses the intricate tapestry of topics such as technology integration, educational entrepreneurship, and global citizenship, providing a roadmap for leaders to navigate the complexities of the modern educational landscape. The emphasis on social-emotional leadership and learning underscores the importance of nurturing the holistic development of students, ensuring they thrive both academically and emotionally.
Book Synopsis Mathematics Anxiety by : Irene C. Mammarella
Download or read book Mathematics Anxiety written by Irene C. Mammarella and published by Routledge. This book was released on 2019-02-18 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feelings of apprehension and fear brought on by mathematical performance can affect correct mathematical application and can influence the achievement and future paths of individuals affected by it. In recent years, mathematics anxiety has become a subject of increasing interest both in educational and clinical settings. This ground-breaking collection presents theoretical, educational and psychophysiological perspectives on the widespread phenomenon of mathematics anxiety. Featuring contributions from leading international researchers, Mathematics Anxiety challenges preconceptions and clarifies several crucial areas of research, such as the distinction between mathematics anxiety from other forms of anxiety (i.e., general or test anxiety); the ways in which mathematics anxiety has been assessed (e.g. throughout self-report questionnaires or psychophysiological measures); the need to clarify the direction of the relationship between math anxiety and mathematics achievement (which causes which). Offering a revaluation of the negative connotations usually associated with mathematics anxiety and prompting avenues for future research, this book will be invaluable to academics and students in the field psychological and educational sciences, as well as teachers working with students who are struggling with mathematics anxiety
Book Synopsis The Teacher Wars by : Dana Goldstein
Download or read book The Teacher Wars written by Dana Goldstein and published by Anchor. This book was released on 2015-08-04 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Book Synopsis From Preface to Practice: A Narrative Study of Women Learning to Teach Mathematics by : Kathleen Jablon Stoehr
Download or read book From Preface to Practice: A Narrative Study of Women Learning to Teach Mathematics written by Kathleen Jablon Stoehr and published by . This book was released on 2014 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: My dissertation research explored the experiences of mathematics anxieties in women elementary preservice teachers while learning mathematics as K-12 students and while learning to teach mathematics. Previous studies conducted in mathematics teacher education have emphasized the importance of preservice teachers' mathematical knowledge for teaching, as a confident and competent mathematics teacher is a vital necessity in the classroom (Beilock, Gunderson, Ramirez, & Levine, 2010; Gavin & Reis, 2003; Huebner, 2009). As evidence of elementary preservice teachers' anxiety, I analyzed three women preservice teachers' oral and written narratives about their experiences with learning mathematics and learning to teach mathematics, which I collected over eighteen months at key moments in their teacher preparation program. My findings have revealed that for some women elementary preservice teachers, mathematics anxiety may be an issue or concern that remains consistent and recurs for decades. In fact, the multiple stories that the three preservice teachers had to tell indicated that their experiences in learning mathematics led them to develop a unique coping strategy to deal with mathematics anxiety. They continued to utilize their strategy repeatedly across their experiences as a student learning mathematics and learning to teach mathematics, even when the strategy sometimes failed to protect them from stress, embarrassment, and demoralization. Moreover, these coping strategies appeared to become so powerful that when the women confronted situations in which they felt expected to know mathematical content that they did not understand, they used their unique strategies for coping with mathematics anxiety rather than seriously attempting to learn that content. In this manner, these coping strategies often appeared to have injurious effects on their mathematics learning. Given that my study only included three participants, I suggest future research that mathematics teacher education researchers may want to consider. I also propose ways in which mathematics teacher educators might address issues of mathematics anxiety in elementary teacher preparation programs.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reduction of Mathematics Anxiety Through Use of Vertical Non-permanent Surfaces and Group Discussion by : Christopher Alistair McGregor
Download or read book Reduction of Mathematics Anxiety Through Use of Vertical Non-permanent Surfaces and Group Discussion written by Christopher Alistair McGregor and published by . This book was released on 2018 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics anxiety is a highly relevant issue in mathematics education. Research into pre-service teachers' mathematics anxiety has indicated a number of worthwhile strategies to help minimize its effect on the nervous learner. Of particular interest is the Thinking Classroom model. However, while the research is comprehensive on pre-service teachers, it is sparse when concerning middle-school aged children. I have implemented a number of these strategies into a middle-school program designed for anxious youth. The current study is an exploration into how the Thinking Classroom model helps students lower their anxiety surrounding mathematics. During the study, students were asked to create a written reflection piece called a Math Autobiography, given a MARS-R several times and then interviewed. While not all students exhibited a decrease in anxiety, most students reported at the end of the study that they felt their abilities had increased in mathematics and felt more positive about the subject.
Book Synopsis The Effect of Training in Self-regulated Learning on Math Anxiety and Achievement Among Preservice Elementary Teachers in a Freshman Course in Mathematics Concepts by : Charles Tenison Kimber
Download or read book The Effect of Training in Self-regulated Learning on Math Anxiety and Achievement Among Preservice Elementary Teachers in a Freshman Course in Mathematics Concepts written by Charles Tenison Kimber and published by . This book was released on 2009 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and mathematics achievement among preservice teachers. The self-regulated learning strategies examined included personal time management, how to read your mathematics textbook for understanding, organizational skills, mathematics test taking and preparation, and the use of estimation in solving mathematics problems. Preservice elementary teachers with these improved learning skills may in turn become more successful teachers of mathematics. The effect of training in self-regulated learning as a treatment for math anxiety is not well established. However, self-regulated learning has been associated with improved mathematics and science problem solving (De Corte, Verschaffel, & Op't Eynde, 2000; Taylor & Corrigan, 2005; Zan, 2000). Increased use of self-regulated learning strategies has also been associated with a reduction in test anxiety (Hofer & Yu, 2003; Pintrich, 2000; Zeidner, 1998). Therefore, training in self-regulated learning strategies has the potential to reduce math anxiety among preservice elementary teachers. Elementary education majors in a course in mathematics concepts were given training in self-regulated learning strategies. A control group of similar students received the same classroom instruction by the same college professor. The professor did not participate in the training sessions that were led by this researcher. Both treatment and control groups were given pretests and posttests: the Abbreviated Mathematics Anxiety Scale - to measure math anxiety, the Motivated Strategies for Learning Questionnaire - to measure use of self-regulated learning strategies, and a Mathematics Achievement Test - to measure changes in content knowledge. The analyses used t-tests and correlations to compare the participants' pretest and posttest scores on the three scales. The use of self-regulated learning strategies was not shown to reduce math anxiety or improve achievement among the elementary education majors in this study. This result may have been due to various limitations, such as insufficient time for applying and following up on the training and an inability to fully embed the training into the course content. Future research should investigate if, given the proper conditions, self-regulated learning strategies will reduce math anxiety and improve the learning of mathematics concepts, leading to more effective mathematics teaching in the elementary classrooms.
Book Synopsis Do Pre-Service Elementary School Teachers Still Have Mathematics Anxiety? by : Hakan ßAtlioglu
Download or read book Do Pre-Service Elementary School Teachers Still Have Mathematics Anxiety? written by Hakan ßAtlioglu and published by . This book was released on 2014 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
