Preservice To Inservice: Does Mathematics Anxiety Change With Teaching Experience?

Keywords

In service education; Mathematics teacher education; Methods courses; Preservice teacher education

Abstract

In service teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Date revealed that all in service teachers still experienced some degree of mathematics anxiety (p <.001). Results have implications for teacher education programs concerning the continued professional support of teachers, measurement of mathematics anxiety levels among pre- and in service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.

Publication Date

5-1-2018

Publication Title

Journal of Teacher Education

Volume

69

Issue

1

Number of Pages

90-107

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0022487117702580

Socpus ID

85042210481 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85042210481

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