ERIC Number: EJ1163149
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Preservice to Inservice: Does Mathematics Anxiety Change with Teaching Experience?
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.
Descriptors: Mathematics Anxiety, Teaching Experience, Likert Scales, Questionnaires, Teacher Education Programs, Preservice Teachers, Teacher Attitudes, Student Attitudes, Interviews, Measurement, Discussion, Methods Courses, Mathematics Instruction, Statistical Analysis, Elementary School Teachers, Qualitative Research, Grounded Theory, Observation, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
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