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ERIC Number: EJ821336
Record Type: Journal
Publication Date: 2005-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1354-0602
Mathematics Anxiety, Prior Experience and Confidence to Teach Mathematics among Pre-Service Education Students
Brady, Patrick; Bowd, Alan
Teachers and Teaching: Theory and Practice, v11 n1 p37-46 Feb 2005
Poor performance in mathematics among students, at a variety of grade levels, has been attributed, in part, to mathematics anxiety (Bulmahn & Young, 1982; Kelly & Tomhave, 1985; Hadfield & McNeil, 1994). Some investigators have related this phenomenon to gender effects (Cooper & Robinson, 1989) mathematics self-concept and test anxiety (Bandalos "et al.", 1995), or poor test performance (Dew "et al.", 1984; Hembree, 1990). Others, most notably Fiore (1999) have attributed mathematics anxiety to what is referred to as "math abuse" or "any negative experience related to an individual's doing mathematics" (p. 403), particularly at the hands of adults such as parents and teachers. Limited research, however, was located that examined the relationship between pre-service teacher education students' experiences with formal mathematics instruction, and their future professional practice. Specifically, more needs to be known concerning the manner in which past experiences at school may have influenced both attitudes towards the subject as well as confidence in teaching it.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A