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ERIC Number: EJ1204681
Record Type: Journal
Publication Date: 2019-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6803
From Numbers to Narratives: Preservice Teachers Experiences' with Mathematics Anxiety and Mathematics Teaching Anxiety
Olson, Amy M.; Stoehr, Kathleen Jablon
School Science and Mathematics, v119 n2 p72-82 Feb 2019
This paper presents qualitative and quantitative approaches to exploring teachers' experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences in teacher education. Findings indicate that mathematics anxiety and mathematics teaching anxiety may be similar (i.e., that preservice teachers perceive a logical continuity and cumulative effect of their experiences of mathematics anxiety as learners in K-12 classrooms that impacts their work as teachers in future K-12 classrooms). Further, anxiety is not limited to occurring in evaluative settings, but when anxiety is triggered by thoughts of evaluation, preservice teachers may be affected by worrying about their own as well as their students' performances. The implications for preservice experiences within a teacher education program and for impacting future students are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1228034