A Look at the Mathematics Attitudes of Prospective Teachers in Four Concentration Areas

Clark-Meeks, Loretta F.; Quisenberry, Nancy L.; Mouw, John T.

doi:10.1111/j.1949-8594.1982.tb17201.x

Cited by 5 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, empirical studies have shown that even preschool teachers report adverse feelings toward math (Aslan et al, 2013; Clark‐Meeks et al, 1982; Jenßen et al, 2020). A few studies have examined math anxiety of preschool teachers and suggested that their math anxiety is not related to children's own math learning, unlike findings for teachers of older children.…”

Section: Teacher Math Anxietymentioning

confidence: 99%

Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math

Park,

Ramirez,

Park

2024

Psychology in the Schools

View full text Add to dashboard Cite

Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.

show abstract

Section: Teacher Math Anxietymentioning

confidence: 99%