Measuring Pre-service Primary Teachers’ Shame in Mathematics—a Comprehensive Validation Study

Abstract

Emotions play an essential role in educational processes. Previous research has mainly dealt with achievement emotions which are experienced in specific situations such as exams or learning situations in mathematics (e.g. enjoyment or anxiety). Some achievement emotions are rather experienced in social contexts in mathematics and are closely related to the self. These emotions such as shame are assumed to be also relevant for mathematics achievement. However, a reliable and valid instrument is missing to measure shame in mathematics. Validity evidence for the newly developed Shame in Mathematics Questionnaire (SHAME-Q) was collected in three studies with pre-service primary teachers. Study 1 investigated the content validity by conducting a systematic expert panel study. Study 2 and study 3 examined with two different samples the factorial structure and relations to other constructs in terms of discriminant (enjoyment) and convergent (anxiety) validity as well as to pre-service teachers’ grade in school mathematics, their intention to teach mathematics at school, and gender. The data supported strongly the validity assumptions as well as reliability and parsimony of the instrument. Psychometric limitations of SHAME-Q and applicability of the questionnaire are discussed.

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

“…In detail, ICT-based mathematics learning facilitates students and also teachers to do many activities during the process of mathematics learning. Several online platforms, such as Google classroom, Edmodo, Moodle, Zoom, Sociology, and others can be utilized to promote distance learning [125,126]. Meanwhile, ICT-assisted mathematics learning accommodates students and teachers in carrying out some activities on certain parts in the process of mathematics learning.…”

När lärandet blir svårt: En forskningsöversikt om studenters upplevelser av känslomässiga utmaningar i undervisningssituationer

“…Lärarstudenter kan även känna oro och ångest när de ska undervisa och bedöma elevers matematikkunskaper, särskilt inom områden som de själva under sin skolgång upplevt som ångestfyllt (Olson & Stoehr, 2019). Lärarstudenter har även rapporterat att de upplevt skam i samband med matematikundervisning under sin egen skolgång (Jenßen et al, 2020). Ingenjörsstudenter, trots att de har valt en utbildning som innehåller avancerad matematik, har också visat sig uppleva matematikångest, något som gjorde att de upplevde att matematik är svårt och att de oroade sig för att misslyckas (Vitasari et al, 2010).…”