Math Anxiety in Math Methods Courses

2022 ◽  
pp. 296-315
Author(s):  
Socorro Orozco
Keyword(s):  
Math Anxiety ◽  
Learning To Teach ◽  
Traumatic Experiences ◽  
Central Component ◽  
Math Instruction ◽  
Call To Action ◽  
Current Trends ◽  
Learning Mathematics ◽  
Teachers Experiences ◽  
Pre Service Teacher

Many elements contribute to pre-service teachers' experiences in learning to teach mathematics. The transition to remote learning during the COVID-19 pandemic has forced educators to challenge traditional math instruction. This chapter presents three major contributing elements in pre-service teacher preparation to foster creativity as a central component and an inevitable outcome of learning to teach mathematics with particular applications to online learning settings. The first section discusses learning to teach math as a creative activity. Some concrete instructional strategies are offered that promote dialogue-rich learning environments. The second section reviews current trends in learning to teach math. The author posits pre-service teachers who have suffered traumatic experiences in learning mathematics must first acquire tools for clearing math anxiety and fear. The third section is a call to action to encourage teachers to participate in and construct learning communities to teach mathematics including the use of instructional technology to support online instruction.

scholarly journals Teaching in IP Schools: An Analysis of Teachers' Experiences as Input to Pre-Service Teacher Education

2021 ◽  
Vol 3 (4) ◽  
pp. 131-142
Author(s):  
Riza Reyteran
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Education Curriculum ◽  
Validity And Reliability ◽  
Indigenous Students ◽  
Teacher Education Curriculum ◽  
Teachers Experiences ◽  
Curriculum Monitoring ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The demand to make education inclusive requires assurance that the future teachers of indigenous students are fully equipped to handle multicultural classes. Hence, with an end goal of identifying inputs that could enhance pre-service teacher education, this study was conducted to determine the profile, experiences, knowledge, attitudes, and skills of the randomly selected teachers of indigenous students in the province of Occidental Mindoro. The data were gathered online through a questionnaire that underwent validity and reliability tests. Findings reveal that the teachers are graduates of bachelor of Elementary Education and have been teaching in the IP schools for not more than three years. The teachers frequently experience implementing the curriculum, monitoring student’s progress, and living with the IP community, and occasionally experience travelling to and from the IP community as they embark on the day-to-day activities of teaching their IP students. The knowledge, attitudes, and skills they have acquired from their pre-service teacher education curriculum have prepared them in teaching IP students. Five themes emanate from the teachers’ suggestions on how to enhance the pre-service teacher education curriculum such as inclusion of IP education, awareness program on the culture of Indigenous People, inclusion of IP language, training on how to handle combined or multigrade class, and conducting immersion activities in IP or minority schools. The College of Teacher Education may consider the suggestions of the teachers in reviewing and revising the existing curriculum of pre-service teacher education.

Working Together: A Cross-cultural Study Addressing Mathematics Anxiety in K-8 Pre-service Teachers

2019 ◽  
pp. 199-204
Author(s):  
Heidi B. Hansen ◽  
Marta T. Magiera
Keyword(s):  
Teacher Training ◽  
Cultural Study ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Cross Cultural ◽  
Academic Institutions ◽  
Cross Cultural Study ◽  
Working Together ◽  
Anxiety Levels ◽  
Pre Service Teacher

This study will present data from research on K-8 pre-service teachers’ math anxiety across three universities: one public, one private and one non-U.S. The article discusses background rationale, literature, tools used and results of this study. The results of the study indicated that similar math anxiety levels exist in students in all three types of academic institutions. The paper also incorporates discussion of the importance of including the topic in pre-service teacher training, and possible interventions for alleviating math anxiety.

Re-Thinking Pre-Service Mathematics Teachers Preparation

2012 ◽  
pp. 316-336 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Teacher Preparation Programs ◽  
Learning Tools ◽  
Preparation Programs ◽  
Teaching Content ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Pre Service Teacher

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

scholarly journals Impact of Pre-Service Teachers on P-5 Student Learning: Results of Unit Instructions

2018 ◽  
Vol 18 (2) ◽  
pp. 39-53
Author(s):  
Hsiu-Lien Lu ◽  
Nancy M. Arrington ◽  
Bryan W. Griffin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Grade Levels ◽  
Teachers Experiences ◽  
Subject Areas ◽  
The Difference ◽  
Normalized Gain ◽  
Pre Service Teacher ◽  
Regression Tests

This quantitative study utilized 1,640 P-5 students’ learning outcomes as a result of unit instructions that pre-service teachers gave to P-5 students in the field. The study investigated the difference in P-5 student learning outcomes after a unit instruction by three practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teacher. Using normalized gain scores, we used a t test and regression tests to analyze the data. Based on the findings, recommendations for pre-service teacher education include three items: a) to provide differentiated supervision based on pre-service teachers’ experiences and needs, b) to require a proportionate and incremental assignment responding to the amount of pre-service teachers’ experiences and hours in the classroom, and c) to incorporate co-teaching opportunities to facilitate peer learning and support in early field experiences. 

scholarly journals Mathematics Anxiety and Math Instructional Time in Preservice Elementary School Teachers

2019 ◽  
Author(s):  
Heidi L. Morton ◽  
Cass Dykeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Expressive Writing ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Instructional Time ◽  
Math Instruction ◽  
School Teachers ◽  
Writing Interventions ◽  
The Impact

Math anxiety is a common problem that has numerous adverse impacts, including the avoidance of math-related tasks, classes, and careers. Past studies have shown that teachers with math anxiety may spend less time engaged in math instruction in their classrooms. Reduced instructional time can result in students lagging behind their peers in math skills acquisition. The present study examines the impact of a brief expressive writing intervention on three preservice elementary school teachers with math anxiety. Expressive writing interventions have been successfully used to reduce a wide variety of negative symptoms and also to improve math performance. Through the use of a multiple-baseline, multiple-probe, single-case research design study, the current researchers examined the impacts of three 10-min expressive writing interventions on two variables: levels of math anxiety (as measured by the FS-ANX subscale of the Fennema-Sherman Mathematics Anxiety Scale) and the number of minutes engaged in math instruction. Though results for math anxiety were somewhat encouraging, results for teacher instructional time were mixed. Implications and recommendations for future research are discussed.

scholarly journals Understanding patient factors to increase uptake of cancer screening: a review

2021 ◽  
Author(s):  
Ben Young ◽  
Kathryn A Robb
Keyword(s):  
Cancer Screening ◽  
Cancer Mortality ◽  
Behavioral Interventions ◽  
Population Level ◽  
Central Component ◽  
Patient Factors ◽  
Individual Level ◽  
Screening Programs ◽  
Current Trends ◽  
Uptake Rates

Early detection of cancer through organized screening is a central component of population-level strategies to reduce cancer mortality. For screening programs to be effective, it is important that those invited to screening participate. However, uptake rates are suboptimal in many populations and vary between screening programs, indicating a complex combination of patient factors that require elucidation to develop evidence-based strategies to increase participation. In this review, the authors summarize individual-level (sociodemographic and psychosocial) factors associated with cancer screening uptake and evidence for the effectiveness of behavioral interventions to increase uptake. The authors reflect on current trends and future directions for behavioral cancer screening research to overcome challenges and address unmet needs in reducing cancer mortality.

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