scholarly journals Not all elementary school teachers are scared of math

2021 ◽  
Vol 7 (3) ◽  
pp. 275-294 ◽  
Author(s):  
Christina Artemenko ◽  
Nicolas Masson ◽  
Carrie Georges ◽  
Hans-Christoph Nuerk ◽  
Krzysztof Cipora
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Role Models ◽  
Math Anxiety ◽  
Reference Group ◽  
Reference Sample ◽  
Female Students ◽  
Mathematical Education ◽  
School Teachers ◽  
Teaching Attitudes

Teachers are strong role models for their pupils, especially at the beginning of education. This also holds true for math: If teachers feel anxious about math, the consequences on the mathematical education of their pupils is detrimental. Previous studies have shown that (future) elementary school teachers have higher levels of math anxiety than most people studying other subjects. Here, we set out to conceptually replicate these findings (e.g., meta-analysis by Hembree, 1990, https://doi.org/10.2307/749455) by comparing math anxiety levels of pre-service and in-service German and Belgian elementary school teachers to a reference group of German university students from various fields of study. Moreover, we questioned this finding by asking which elementary school teachers experience math anxiety, considering gender, specialization, and experience, and investigated how math anxiety relates to teaching attitudes towards math. We replicated the previous finding by showing that female elementary school teachers have a higher level of math anxiety as compared to other female students. Importantly, female elementary school teachers without math specialization indeed had higher levels of math anxiety than female students from other fields and almost a quarter of them experience critical math anxiety. In contrast, female elementary school teachers with math specialization did not show an increased level of math anxiety as compared to the reference sample. Considering that not only these but all teachers, regardless of specialization, teach math in elementary school in the investigated educational systems, the math anxiety of elementary school teachers is a potential problem for their pupils’ math attitudes and learning.

scholarly journals Not all elementary school teachers are scared of math

2020 ◽  
Author(s):  
Christina Artemenko ◽  
Nicolas Masson ◽  
Carrie Georges ◽  
Hans-Christoph Nuerk ◽  
Krzysztof Cipora
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Role Models ◽  
Math Anxiety ◽  
Reference Group ◽  
Reference Sample ◽  
Female Students ◽  
Mathematical Education ◽  
School Teachers ◽  
Teaching Attitudes

Teachers are strong role models for their pupils, especially at the beginning of education. This also holds true for math: If teachers feel anxious about math, the consequences on the mathematical education of their pupils is detrimental.Previous studies have shown that (future) elementary school teachers have higher levels of math anxiety than most people studying other subjects. Here, we set out to conceptually replicate these findings (e.g., meta-analysis by Hembree, 1990) by comparing math anxiety levels of pre-service and in-service German and Belgian elementary school teachers to a reference group of German university students from various fields of study. Moreover, we questioned this finding by asking which elementary school teachers experience math anxiety, considering gender, specialization, and experience, and investigated how math anxiety relates to teaching attitudes towards math.We replicated the previous finding by showing that female elementary school teachers have a higher level of math anxiety as compared to other female students. Importantly, female elementary school teachers without math specialization indeed had higher levels of math anxiety than female students from other fields and almost a quarter of them experience critical math anxiety. In contrast, female elementary school teachers with math specialization did not show an increased level of math anxiety as compared to the reference sample. Considering that not only these but all teachers, regardless of specialization, teach math in elementary school in the investigated educational systems, the math anxiety of elementary school teachers is a potential problem for their pupils’ math attitudes and learning.

scholarly journals What is creativity: Teachers’ beliefs about creativity in students’ written stories

2014 ◽  
Vol 46 (1) ◽  
pp. 162-180 ◽  
Author(s):  
Abdulnasser Alhusaini ◽  
June Maker ◽  
Regina Deil-Amen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Female Students ◽  
School Teachers ◽  
Social Construct ◽  
Assessment Technique ◽  
Teachers Beliefs ◽  
Consensual Assessment Technique

The purpose of this study was to explore teachers? conceptual beliefs about creativity. Using the Consensual Assessment Technique (CAT), 17 elementary school teachers rated students? creativity in two separate studies. In the first study, 11 teachers analyzed the stories of 67 male and 70 female students from kindergarten, first, and second grades. In the second study, 6 teachers rated the stories of 67 male and 72 female students from third, fourth, and fifth grades. In both studies, teachers were required to use a list of clearly established guidelines in which the final step was to report the criteria used to evaluate students? creativity. Teachers? reports, which comprised 51 documents, were organized and analyzed. After coding and analyzing the data using NVivo software, the authors identified 8 major themes: (a) fluency, (b) voice, (c) originality, (d) imagination, (e) elaboration, (f) complexity, (g) making connections, and (h) writing clarity. Future researchers are encouraged to challenge the identified themes by replicating the current study in many places and in a variety of domains to enrich the theory of Creativity as a Social Construct (CSC).

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 Female teachers’ math anxiety affects girls’ math achievement

2010 ◽  
Vol 107 (5) ◽  
pp. 1860-1863 ◽  
Author(s):  
Sian L. Beilock ◽  
Elizabeth A. Gunderson ◽  
Gerardo Ramirez ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Math Achievement ◽  
Math Anxiety ◽  
The United States ◽  
Early Elementary ◽  
School Teachers ◽  
Female Teachers ◽  
School Year ◽  
Early Elementary School

People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.

Exploring the Perceptions of Male Teachers About the Shortage of Male Elementary School Teachers: A Q Methodology

2021 ◽  
pp. 002205742199624
Author(s):  
Kurt Meader ◽  
Karen H. Larwin
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Role Models ◽  
Q Methodology ◽  
The United States ◽  
Male Teachers ◽  
School Teachers ◽  
Social Barriers ◽  
Research Questions

There is a shortage of male elementary school teachers in the United States. Men who choose careers as elementary school teachers must be confident and ignore social barriers that keep other men from considering the profession. The current investigation seeks to understand the viewpoints of men who teach elementary school, a career predominated by women. This was the first known investigation on the topic using Q methodology. Data analysis extracted three distinct viewpoints: the Fixers, the Mentees, and the Aspirants. This study provides the results of data analysis, responds to research questions, and makes recommendations for policy. The findings of this study indicated that men who teach are proud to be role models and make a difference for students, and they believe that they are equally suitable to teach as women. Many participants seemed to be unaware of recruitment efforts in their field. The information gleaned from this study may help universities and school districts to seek new ways to attract quality male teachers.

Goals for mathematical education of elementary school teachers

1969 ◽  
Vol 16 (1) ◽  
pp. 59-62
Author(s):  
Arthur Morley
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
Mathematical Education ◽  
School Teachers

The Cambridge Conference Teacher Training Report1 is about matters of vital concern to most countries, and so perhaps some comment from England is allowable.

Improving the Mathematical Competency of Teachers in Training

1958 ◽  
Vol 5 (2) ◽  
pp. 84-86
Author(s):  
Wilbur Waggoner
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Subject Matter ◽  
Mathematical Education ◽  
High School Mathematics ◽  
School Teachers ◽  
Educational Literature ◽  
Educational Testing Service ◽  
Lay Public

ONE NEED NOT READ too widely in the educational literature of today to note a concern for the mathematical capabilities of the persons who are preparing for positions as elementary school arithmetic teachers. “Less than 20 per cent of prospective elementary school teachers understand arithmetic. One study of 211 teachers showed that 150 of them had an abiding hatred for it.” 1 The above quotation appeared in Parade, a magazine written for the lay public. A further discussion on the problem of competency in subject-matter of arithmetic teachers may be found in Problems of Mathematical Education2 published by Educational Testing Service. This report says, “In majority of cases an individual with ambition to teach in an elementary school can matriculate without showing any high school mathematics on his record. He can graduate without studying college mathematics.”

Extent of implementation of CUPM Level I recommendations

1967 ◽  
Vol 14 (3) ◽  
pp. 194-197
Author(s):  
John J. Fisher
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Real Number ◽  
Elementary School Teachers ◽  
Number System ◽  
Mathematical Education ◽  
School Teachers ◽  
Preservice Preparation ◽  
Level I ◽  
Real Number System

Approximately five years have passed since the publication of the recommendations of the Committee on the Undergraduate Program in Mathematics (CUPM), Panel on Teacher Training, of the Mathematical Association of America.1 This report recommended that the preservice preparation of elementary school teachers include, as minimum mathematical education, twelve semester hours (four courses). These recommended courses, known as the CUPM Level I, were to include (1) the structure of the real-number system and its subsystems (six semester hours), (2) algebra (three semester hours), and (3) geometry (three semester hours).

scholarly journals Role of Classroom Teachers in Nutrition and Physical Education

2006 ◽  
Vol 4 (3) ◽  
pp. 116-127 ◽  
Author(s):  
Michael Prelip ◽  
Jennifer T. Erausquin ◽  
Wendelin Slusser ◽  
Stephanie Vecchiarelli ◽  
Heather Weightman ◽  
...  
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Physical Education ◽  
Elementary School Teachers ◽  
Nutrition Education ◽  
Role Models ◽  
School Level ◽  
Classroom Teachers ◽  
School Teachers ◽  
Network Analyses

Nutrition education and physical education in schools is increasingly being explored as a way to prevent childhood overweight and to promote healthy eating and physical activity habits behaviors. Classroom teachers are often responsible for providing this education. The current study examined the roles and perspectives of elementary school teachers regarding student nutrition, nutrition education, and physical education. Data is from a 2001-2002 study of the Los Angeles Unified School District (LAUSD) Nutrition Network. Analyses were based on 78 structured interviews with elementary school teachers. Results showed that teachers perceive their role in nutrition education as teachers, role models, advocates, and motivators. Teachers integrate nutrition education into existing subject areas, and believe that nutrition education results in greater knowledge and healthier food choices. However, teachers report that too little time is spent on nutrition education. Results of this study also indicate that classroom teachers are often responsible for physical education (PE). Teachers believe PE has a positive effect on the school community and on student fitness, but the effect is limited due to lack of structure and lack of time in PE class. Teachers report barriers to both nutrition education and physical education, including other classes taking up too much time, limited teacher training, and a lack of adequate equipment and facilities. Findings suggest that more resources including teacher training, time, curricula and textbooks, and equipment need to be allocated for nutrition education and physical education at the elementary school level.

Sign in / Sign up

Export Citation Format

Share Document