Elementary prospective teachers’ visions of moving beyond mathematics anxiety

Stoehr, Kathleen Jablon; Olson, Amy M.

doi:10.1007/s13394-021-00379-6

Cited by 11 publications

(6 citation statements)

References 28 publications

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“…This indicates that math methods courses rather than PSTs’ teaching experience opportunities at the OLS contributed to a decrease in math teaching anxiety. Previous studies reporting that math methods courses were helpful for decreasing math anxiety levels of elementary PSTs (e.g., Gresham 2007 ; McGlynn-Stewart, 2010 ; Olson & Stoehr, 2019 ; Stoehr & Olson, 2021 ; Tooke & Lindstrom, 1998 ), were confirmed by results we obtained, showing that math methods courses were indeed helpful for decreasing math teaching anxiety levels of PSTs. Therefore, as aligning with Olson and Stoehr’s ( 2019 ) suggestion about math anxiety, providing PSTs opportunities in methods courses to share their personal stories about teaching mathematics and how to deal with these stories might be helpful for decreasing math teaching anxiety levels.…”

Section: Discussionsupporting

confidence: 88%

An Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxiety

2022

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During the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs’ views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from “a little” to “a moderate amount” before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.

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Section: Discussionsupporting

confidence: 88%

An Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxiety

2022

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“…Moreover, initiatives should not be limited to children. Early years education teachers often demonstrate relatively high MA, [66][67][68][69] which can lead to increased MA in their pupils. 70 MA intervention programs, therefore, should be developed for such teachers.…”

Section: How To Apply It To Classroom Practice and Educational Policy?mentioning

confidence: 99%

Mathematics anxiety—where are we and where shall we go?

Cipora

Santos

Kucian

et al. 2022

Annals of the New York Academy of Sciences

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In this paper, we discuss several largely undisputed claims about mathematics anxiety (MA) and propose where MA research should focus, including theoretical clarifications on what MA is and what constitutes its opposite pole; discussion of construct validity, specifically relations between self‐descriptive, neurophysiological, and cognitive measures; exploration of the discrepancy between state and trait MA and theoretical and practical consequences; discussion of the prevalence of MA and the need for establishing external criteria for estimating prevalence and a proposal for such criteria; exploration of the effects of MA in different groups, such as highly anxious and high math–performing individuals; classroom and policy applications of MA knowledge; the effects of MA outside educational settings; and the consequences of MA on mental health and well‐being.

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“…The initiatives should not be limited to children. Early years education teachers may reveal relatively high MA [60][61][62][63] and it might increase MA in their pupils 64 . Therefore, MA intervention programs should be also aimed at this group.…”

Section: How To Apply It To Classroom Practice?mentioning

confidence: 99%

Mathematics anxiety – where are we and where shall we go?

Cipora¹,

Santos²,

Kucian³

et al. 2021

Preprint

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In this paper we list ten fairly undisputed claims about Mathematics Anxiety (MA) and propose where MA research should focus on. The areas future MA research should focus on comprise (a) theoretical clarifications on what MA is, and what constitutes its opposite pole, (b) construct validity – specifically relations between self-descriptive, (neuro)physiological and cognitive measures, (c) discrepancy between state and trait MA and its theoretical and practical consequences, (d) prevalence of MA and call for establishing external criteria for estimating prevalence and proposal of such criteria, (e) exploring role of MA in different groups, e.g., highly anxious and high match performing individuals, (f) classroom applications of MA knowledge, (g) effects of MA outside educational settings, (h) consequences of MA on mental health and well-being.

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Elementary prospective teachers’ visions of moving beyond mathematics anxiety

Cited by 11 publications

References 28 publications

An Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxiety

An Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxiety

Mathematics anxiety—where are we and where shall we go?

Mathematics anxiety – where are we and where shall we go?

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