Title

A Study Of Mathematics Anxiety In Pre-Service Teachers

Keywords

Mathematics anxiety; Mathematics methods course; Pre- and postcomparison; Pre-service teachers

Abstract

The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner's framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p < .001) who completed a mathematics methods course that emphasized Bruner's model of concept development. Results of the study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced. © 2007 Springer Science+Business Media, LLC.

Publication Date

10-1-2007

Publication Title

Early Childhood Education Journal

Volume

35

Issue

2

Number of Pages

181-188

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1007/s10643-007-0174-7

Socpus ID

34548832770 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/34548832770

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