Abstract

The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.

Notes

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Thesis Completion

2015

Semester

Spring

Advisor

Gresham, Regina Harwood

Degree

Bachelor of Science (B.S.)

College

Office of Undergraduate Studies

Department

Interdisciplinary Studies

Degree Program

Interdisciplinary Studies

Subjects

Dissertations, Academic -- Office of Undergraduate Studies; Office of Undergraduate Studies -- Dissertations, Academic

Format

PDF

Identifier

CFH0004756

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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