**ERIC Number:**EJ775612

**Record Type:**Journal

**Publication Date:**2006-Nov

**Pages:**10

**Abstractor:**Author

**Reference Count:**41

**ISBN:**N/A

**ISSN:**ISSN-0036-6803

Mathematics Anxiety and Mathematics Teacher Efficacy: What Is the Relationship in Elementary Preservice Teachers?

Swars, Susan Lee; Daane, C. J.; Giesen, Judy

School Science and Mathematics, v106 n7 p306 Nov 2006

The study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers. Participants included 28 elementary preservice teachers at a mid-size university in the southeastern United States who had just completed a mathematics methods course. Data sources included the Mathematics Anxiety Rating Scale, Mathematics Teaching Efficacy Beliefs Instrument, and clinical interviews. Findings revealed a significant, moderate negative relationship between mathematics anxiety and mathematics teacher efficacy (r = -0.440, p less than 0.05). In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics anxiety. (Contains 2 tables.)

Descriptors: Mathematics Anxiety, Self Efficacy, Preservice Teachers, Elementary School Teachers, Interviews, Teaching Methods, Mathematics Teachers, Teacher Effectiveness, Rating Scales, Methods Courses, College Mathematics

School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu

**Publication Type:**Journal Articles; Reports - Research

**Education Level:**Elementary Education

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A

**Identifiers - Location:**United States