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ERIC Number: EJ1163149
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0022-4871
Preservice to Inservice: Does Mathematics Anxiety Change with Teaching Experience?
Gresham, Gina
Journal of Teacher Education, v69 n1 p90-107 Jan-Feb 2018
Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Date revealed that all inservice teachers still experienced some degree of mathematics anxiety (p < 0.001). Results have implications for teacher education programs concerning the continued professional support of teachers, measurement of mathematics anxiety levels among pre- and inservice teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A