Math Anxiety and Math Performance: How Do They Relate?

Ginet, Lisa; Itzkowich, Rebeca; Maloney, Erin A.

doi:10.4324/9781315646497-7

Cited by 3 publications

(4 citation statements)

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“…Math anxiety has great control over a person's performance in math-related work. Math anxiety is the stress or fear of mathematics (Ginet et al, 2018;Rossi et al, 2021). The greater the anxiety a person has, the more mathematical performance will decrease (Novak &Tassell, 2017;Rossi et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…When compared by gender, math anxiety experienced by women falls into a high category compared to the level of mathematical anxiety experienced by men (Maloney et al, 2012;Mier et al, 2019). Women's ability to use mathematics is also influenced by gender stereotypes such as "mathematics is only for men, not women" or the assumption that women's work does not use many mathematical concepts (Ginet et al, 2018;Rossi et al, 2021). Unfortunately, according to Rossi (2021), gender stereotypes will cause women to feel weak to mathematics and reluctant to take jobs that use mathematical concepts.…”

Section: Discussionmentioning

confidence: 99%

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Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Suprawata

Riastini²

2022

j. ilm. sekol. Dasar

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Various professions demand numeracy skills of at least level 3, including the teaching profession, but teacher numeracy ability data is currently not available. Numeracy is the ability to apply mathematical concepts to make decisions. This research aims to assess the numeracy ability of elementary school teachers based on gender and teacher education level. The school can use data on teacher numeracy skills to evaluate the implementation of numeracy literacy programs in schools. In this study, use a descriptive approach. A total of 27 primary school teachers were the subject of the study. Data collection used general and advanced numeracy test instruments, with 10 questions divided into 3 general numeracy questions and 7 advanced numeracy questions. The collected data was analyzed using descriptive statistical techniques by calculating frequency, average, and data trends. The study results were then presented in the form of a histogram and narrated. The result of this study was the numeracy ability of elementary school teachers classified as moderate. Female teachers have better numeracy skills than men. Teachers with S2 education levels have better numeracy skills than those with S1 education levels. Teacher numeracy skills need to be improved, especially in male teachers who have lower than female teachers. Professional development of teachers in the field of teacher numeracy literacy needs to be improved, and the development of numeracy literacy tests was required in order to measure teacher numeracy skills.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Suprawata

Riastini²

2022

j. ilm. sekol. Dasar

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“…Mathematics anxiety is a common phenomenon in early childhood teachers (Bates et al 2013;Gresham 2008;Gresham and Burleigh 2018). Besides primary school teachers, early childhood teachers describe themselves more often as anxious about mathematics than other pedagogical professionals do (Ginet et al 2018). Younger pre-service early childhood teachers especially report more often to be anxious about mathematics (Thiel and Jenßen 2018).…”

Section: Mathematics Anxietymentioning

confidence: 99%

Effects of Early Childhood Teachers‘ Mathematics Anxiety on the Development of Childrens‘ Mathematical Competencies

Jenßen

Hosoya

Jegodtka³

et al. 2020

Student Learning in German Higher Education

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Children develop their mathematical competencies already during their early years. Therefore, effective learning environments provided by early childhood teachers are required. Early childhood teachers' professional competence in mathematics is assumed to consist of different facets such as mathematical content knowledge and affective-motivational dispositions. Mathematics anxiety appears to be a common phenomenon amongst early childhood teachers and it is assumed that children educated by high math anxious teachers develop less mathematical competencies. To test this assumption, n=48 early childhood teachers were tested regarding their mathematics anxiety and mathematical content knowledge and n=362 corresponding children were tested twice within eight months regarding their mathematical competencies. Results indicate that children gain mathematical competencies over the eight-month period and that early childhood teachers' knowledge and anxiety in mathematics are negatively related. However, no effects of teachers' knowledge or anxiety on children's mathematical development were found. The discussion considers methodological implications and emphasizes limitations with respect to differences between the preschool context and primary or secondary school contexts.

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“…Die geschlechtsspezifischen Befunde zur Mathematikangst sind vor allem dahingehend bedeutsam, als dass die Mehrheit der frühpädagogischen Fachkräfte weiblich ist. Ähnlich wie angehende Grundschullehrkräfte weisen vermutlich auch angehende frühpädagogische Fachkräfte ein eher geringes Interesse an Mathematik auf (Porsch 2017) oder sie schätzen das fachmathematische Niveau der späteren Tätigkeit vorab vermutlich als zu gering ein (Porsch, Strietholt, Macharski und Bromme 2015), was bei beiden Berufsgruppen die höheren Ausprägungen von Mathematikangst erklären könnte (Ginet et al 2018). Porsch (2019) (Thiel 2010;Benz 2012).…”

Section: Mathematikangstunclassified

Mathematikangst bei angehenden frühpädagogischen Fachkräften: Bedeutsam für professionelles Wissen und Wahrnehmung von mathematischen Inhalten im Kita-Alltag?

et al. 2019

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Math Anxiety and Math Performance: How Do They Relate?

Cited by 3 publications

References 1 publication

Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Effects of Early Childhood Teachers‘ Mathematics Anxiety on the Development of Childrens‘ Mathematical Competencies

Mathematikangst bei angehenden frühpädagogischen Fachkräften: Bedeutsam für professionelles Wissen und Wahrnehmung von mathematischen Inhalten im Kita-Alltag?

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