Preservice to Inservice: Comparing the Levels of Mathematics Anxiety Before/After Teaching Experience
Track
Research Proposal / Learning Theories and Pedagogy
Abstract
Mathematics anxiety has an effect on learning, and may be a greater block to mathematics learning than supposed deficiencies in our school curricula and teacher preparation programs. This presentation highlights the longitudinal results regarding the determination/comparison of preservice mathematics anxiety before/after 5 years teaching experience. The results from the study provide insight into the durability and effectiveness of teacher training programs that emphasize manipulatives and other strategies to help reduce mathematics anxiety and supports the importance of having teacher education programs that influence the development of effective instructional practices while specifically addressing the reduction of mathematics anxiety in preservice teachers.
Session Format
Panel Session
Location
Room 1
Publication Type and Release Option
Event
Recommended Citation
Gresham, Gina Dr., "Preservice to Inservice: Comparing the Levels of Mathematics Anxiety Before/After Teaching Experience" (2017). SoTL Commons Conference. 57.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/57
Preservice to Inservice: Comparing the Levels of Mathematics Anxiety Before/After Teaching Experience
Room 1
Mathematics anxiety has an effect on learning, and may be a greater block to mathematics learning than supposed deficiencies in our school curricula and teacher preparation programs. This presentation highlights the longitudinal results regarding the determination/comparison of preservice mathematics anxiety before/after 5 years teaching experience. The results from the study provide insight into the durability and effectiveness of teacher training programs that emphasize manipulatives and other strategies to help reduce mathematics anxiety and supports the importance of having teacher education programs that influence the development of effective instructional practices while specifically addressing the reduction of mathematics anxiety in preservice teachers.
