The history of a teacher’s relief of his mathematics anxiety: the case of Diego

García, María del Socorro; Martínez-Sierra, Gustavo

doi:10.1007/s10649-020-09941-8

Cited by 9 publications

(3 citation statements)

References 28 publications

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“…The two teachers in this study generated emotions during program participation, which were primarily positive, with only a few interactions eliciting negative emotions. This research differs from the Sun and Yang’s (2021) study, which found that teachers in their PD programs had more negative emotions, and also differs from previous studies that discovered mathematics teachers to have more anxious emotions ( Bush, 1989 ; García González and Sierra, 2020 ; Patkin and Greenstein, 2020 ). This was probably because the two teachers signed up for and stayed with the program for an extended period due to personal interests and PD needs.…”

Section: Discussioncontrasting

confidence: 99%

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

Lei

Kong

et al. 2022

Front. Psychol.

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Teacher emotions are essential for teaching effectiveness and teachers’ professional development. Studying teacher emotions during a program in today’s world is crucial, where teachers are commonly involved in professional development programs. From an ecological perspective, this study employed a case study method to examine the emotions of two Chinese high school mathematics teachers in a 4-year teaching improvement program. Semi-structured interviews, teacher emotion logs, researcher memos, and informal dialogues were all used to collect data. This study aimed to better understand the emotions that Chinese high school mathematics teachers developed and the processes that generated them in their interactions with various ecosystems within a specific professional development program overlay. The study’s findings revealed that the two teachers triggered 65 emotions in their interactions with the various ecosystems over 4 years—A describing 51 and B describing 46—with an overall predominance of positive emotions. They triggered the broadest range of emotions in the mesosystem, particularly during interactions with program companions. During the early, medium, and late stages, their internal psychological factors and interactions with each system changed, resulting in significant changes in their emotions. They all went through phases of mixed sadness and happiness, ending in a state of delight and calmness. Finally, we recommended teachers’ professional development based on the study’s findings.

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Section: Discussioncontrasting

confidence: 99%

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

Lei

Kong

et al. 2022

Front. Psychol.

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“…Otros autores destacan que la ansiedad es una actitud emocional básica, universal, cognitiva y adaptativa que acompaña al ser humano y que provoca la activación del organismo como respuesta ante situaciones que son percibidas como amenazantes (Fernandez-Abascal;Jimenez;Martin, 2003). Aunque -en circunstancias normales -la ansiedad forma parte de la experiencia que permite a una persona enfrentar las demandas propias de un proceso de aprendizaje, se le considera como parte de un conjunto de emociones negativas (García González;Sierra, 2020). Esto se debe a que, si los niveles de ansiedad son excesivos, pueden limitar, bloquear e, incluso, hacer que la persona evite afrontar cualquier aspecto que interprete como amenazante asociado al estudio, en este caso, de las matemáticas.…”

Section: La Ansiedad Matemáticaunclassified

Tratando la ansiedad matemática de maestros en formación mediante Aprendizaje Basado en Juegos: estudio de un caso

Piñero Charlo,

Canto López,

Caballero Leiva

2024

Bolema

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Resumen El objetivo del presente trabajo es realizar un seguimiento y tratamiento de la ansiedad matemática presente en un grupo de maestros en formación. A tal fin se implementaron experiencias de Aprendizaje Basado en Juegos, que sustituyeron a las sesiones prácticas convencionales a lo largo de todo un curso académico. Al traducir las sesiones prácticas a juegos, no se obtuvieron diferencias significativas en cuanto al rendimiento académico. En cambio, éstas afectaron fundamentalmente a la reducción global de la ansiedad mostrada hacia la evaluación en matemáticas (-10.6%) y las tareas numéricas (-8.4%). El estudio evidencia una mejora de la ansiedad matemática, siendo lo suficientemente significativa como para considerar que la ludificación de tareas y la gamificación de la evaluación son procedimientos que contribuyen positivamente a la formación de futuros maestros de matemáticas.

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“…Teachers' professional and educational values are closely related to their personal experiences, which influence their beliefs and styles of teaching. What teachers have experienced in the past becomes a "history of impact" that hugely influences their future ways of thinking and behavior (García González & Sierra, 2020). A teacher's personal life history entails the significant events and experiences throughout the teacher's life, education, and work, and the teacher's experiences in and reflections on their "life-world of education," as narrated by themselves or others.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Development of Outstanding Secondary School Physics Teachers—Analysis Based on the Personal Life Histories of Special Class Secondary School Physics Teachers

Sun¹,

Liu²

2022

IES

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Special class secondary school physics teachers represent outstanding secondary school physics teachers in China. This paper analyzes the personal life histories of 13 outstanding secondary school physics teachers. We coded and analyzed the sample materials and summarized the laws of professional development of outstanding secondary school physics teachers. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. Their professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period. Individuals’ own efforts and continuous learning, guidance from master teachers and experts, and support from family and school play an important role in the professional growth of outstanding secondary school physics teachers. Outstanding secondary school physics teachers can apply lifelong learning, do educational research, and develop their own distinctive physics teaching styles.

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The history of a teacher’s relief of his mathematics anxiety: the case of Diego

Cited by 9 publications

References 28 publications

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

Tratando la ansiedad matemática de maestros en formación mediante Aprendizaje Basado en Juegos: estudio de un caso

Professional Development of Outstanding Secondary School Physics Teachers—Analysis Based on the Personal Life Histories of Special Class Secondary School Physics Teachers

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