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.
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Gresham, Regina Harwood
Bachelor of Science (B.S.)
Office of Undergraduate Studies
Dissertations, Academic -- Office of Undergraduate Studies; Office of Undergraduate Studies -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Browning, Jessica, "An Exploration of Teacher Perspectives of Mathematics Anxiety and Gender Stereotyping" (2015). HIM 1990-2015. 1697.