Math anxiety is a concern for elementary students and their teachers. It is thought that the more confident a teacher feels within the area of math, the more confident they are delivering math instruction. If students are being instructed by teachers who lack confidence in math, there is a greater chance of the students themselves developing math anxiety. To avoid the transfer of math anxiety, it is important to understand ways to help teachers feel more confident and therefore teaching using effective math strategies.
The purpose of this quantitative study was to explore the relationships between math anxiety, instructional self-efficacy, and instructional practices utilized in elementary classrooms. Participants included 362 teachers from across the United States. Through the collection of online survey data, it was revealed that teachers with higher levels of math anxiety also have lower instructional self-efficacy and therefore tend to prefer procedural teaching strategies. The data also supports the notion that teachers with higher self-efficacy tend to prefer conceptual teaching strategies, which enhances a deeper understanding of mathematics.
The second portion of this investigation revealed a connection between the number of math courses taken as a preservice teacher and anxiety and self-efficacy levels. Preservice teachers tend to have lower math anxiety when participating in at least four math courses, while higher instructional self-efficacy occurs with more than three math courses.
Based on these findings, it is recommended that elementary teachers receive opportunities to increase their efficacy-level by completing mathematics professional development more frequently. It is also suggested that universities assess the number of courses required for teacher candidates and potentially offer additional courses to candidates who struggle with negative math feelings. Additional professional development experiences for teaching staff should be offered as best practices for math instruction frequently change. Further research on this topic is recommended.
Keywords: math anxiety, instructional self-efficacy, instructional practices, elementary teachers, math courses
|Advisor:||Childs, William P.|
|Commitee:||Hegde, Laxman M., Henderson, Joyce H., McKinley, Brian M.|
|School:||Frostburg State University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Elementary education|
|Keywords:||Elementary teachers, Instructional practices, Instructional self-efficacy, Math anxiety, Math courses|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be