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ERIC Number: EJ775797
Record Type: Journal
Publication Date: 2007-Oct
Pages: 8
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1082-3301
A Study of Mathematics Anxiety in Pre-Service Teachers
Gresham, Gina
Early Childhood Education Journal, v35 n2 p181-188 Oct 2007
The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner's framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p less than 0.001) who completed a mathematics methods course that emphasized Bruner's model of concept development. Results of the study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A