Early Childhood Preservice Teachers Mathematics Anxiety and Efficacy Beliefs
Conference Tracks
Assessment and SoTL - Research
Abstract
Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s principles.
Session Format
Research Brief and Reflection Panels
Location
Room 2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Gresham, Gina Dr., "Early Childhood Preservice Teachers Mathematics Anxiety and Efficacy Beliefs" (2019). SoTL Commons Conference. 91.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/91
Early Childhood Preservice Teachers Mathematics Anxiety and Efficacy Beliefs
Room 2
Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s principles.
