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ERIC Number: ED406427
Record Type: Non-Journal
Publication Date: 1996
Pages: 77
Abstractor: N/A
Reference Count: N/A
Mathematics Teachers' Beliefs about Using the National Council of Teachers of Mathematics Standards and the Relationship of These Beliefs to Students' Anxiety toward Mathematics.
Furner, Joseph Michael
The "Standards" of the National Council of Teachers of Mathematics (NCTM) were established as a broad framework to guide reform in school mathematics, not as a specific curriculum. Whether the implementation of the NCTM standards in classrooms has a relationship to student anxiety about mathematics was studied. Student levels of mathematics anxiety as measured by the Mathematics Anxiety Rating Scale were correlated with teachers' scores on the "Standards" Beliefs Instrument (SBI). It was hypothesized that teachers with strong beliefs about the use and incorporation of the "Standards" would have students with lesser degrees of anxiety. Data were collected in the seventh and eighth grades at eight city and county schools in the Tuscaloosa (Alabama) area. Forty-one teachers completed the survey, along with one class of students for each teacher (782 students). Data in narrative form was also collected from five students who participated in in-depth interviews. There was no significant correlation between teachers' beliefs and students' mathematics anxiety. Nor was there any significant difference in the strength of their beliefs about the "Standards" between teachers who taught less than 5 years and those with more than 5 years experience. Much student mathematics anxiety was due to test anxiety. Implications for instruction are discussed. Two appendixes contain the beliefs instrument and a version of the mathematics anxiety scale. (Contains 6 tables and 142 references.) (SLD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A