Abstract

Teacher instruction in mathematics is a critical cornerstone for effective student learning (Aldrup et al., 2020). Teaching mathematics is essential for the development of student mathematical thinking; a foundational skill required for the majority of careers (Ramirez et al., 2016). Researchers have demonstrated that mathematical anxiety (MA) is prevalent among the general population and is estimated to impact 42% of teachers in elementary education (Aldrup et al., 2020). The impact of MA on teaching, student learning, and overall teacher performance is just beginning to emerge. Yet, researchers have shown MA has implications on the function (Pizzle et al., 2020) and thought process of the brain (Rapgay et al., 2016). Current research is limited on the cognitive impact on a teacher's instructional processes. The purpose of this study was to investigate the potential impact of MA on teaching by determining if significant differences existed between the levels of MA between (a) pre-service and in-service teachers, (b) elementary and secondary teachers, and (c) teacher's self-reported general MA versus their reported MA while teaching.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Dieker, Lisa

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Exceptional Education

Identifier

CFE0009180; DP0026776

URL

https://purls.library.ucf.edu/go/DP0026776

Language

English

Release Date

August 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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