Preservice Special Education Teachers’ Experience of a Math Methods Course: An Examination of Perceived Anxiety and Self-Efficacy
Location
PARB 127 (First Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Classroom teachers who are weak in mathematics are less effective at teaching this subject, and this weakness is not uncommon for special education teachers. Meanwhile, on average, students with disabilities score in the lower levels of student achievement in mathematics (NAEP, 2019). This deficit demonstrates relevancy and the need to explore how teacher self-efficacy, anxiety, and math instruction work together to impact student achievement. This qualitative study examines preservice teachers' (n = 3) perceptions of their ability to teach mathematics after taking a Math Methods course. The course centered on shifting their mathematical mindset through assigned readings, discussions, content and pedagogical instruction, and hands-on activities. Preservice teachers also applied strategies learned in the course within their field placement and reflected upon their students' growth over time, as well as their own progress as math educators. Qualitative questions were asked of the participants at the end of the course to investigate a potential decrease in anxiety and shift in their mathematical efficacy beliefs regarding teaching this subject.
Keywords
preservice teachers, math self-efficacy, math anxiety
Professional Bio
It is my privilege to teach at Georgia Southern University in the College of Education as an Assistant Professor of Special Education. In this role, I strive to provide preservice teachers with foundational knowledge of best practices and effective strategic approaches in special education as they strive to become outstanding educators of our K-12 students. Prior to joining Georgia Southern, I taught for 22 years in the public-school setting and was an adjunct professor at Auburn University. My research centers upon instructional technology and evidence-based practices for students with high-incidence disabilities, as well as for preservice teachers in special education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Massey, Cynthia C. and Muhammad, Edward Anthony, "Preservice Special Education Teachers’ Experience of a Math Methods Course: An Examination of Perceived Anxiety and Self-Efficacy" (2022). Georgia Educational Research Association Conference. 6.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/6
Preservice Special Education Teachers’ Experience of a Math Methods Course: An Examination of Perceived Anxiety and Self-Efficacy
PARB 127 (First Floor)
Classroom teachers who are weak in mathematics are less effective at teaching this subject, and this weakness is not uncommon for special education teachers. Meanwhile, on average, students with disabilities score in the lower levels of student achievement in mathematics (NAEP, 2019). This deficit demonstrates relevancy and the need to explore how teacher self-efficacy, anxiety, and math instruction work together to impact student achievement. This qualitative study examines preservice teachers' (n = 3) perceptions of their ability to teach mathematics after taking a Math Methods course. The course centered on shifting their mathematical mindset through assigned readings, discussions, content and pedagogical instruction, and hands-on activities. Preservice teachers also applied strategies learned in the course within their field placement and reflected upon their students' growth over time, as well as their own progress as math educators. Qualitative questions were asked of the participants at the end of the course to investigate a potential decrease in anxiety and shift in their mathematical efficacy beliefs regarding teaching this subject.
