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Closing The Gender Gap: Increasing Confidence For Teaching Mathematics, Gavrielle Levine
Closing The Gender Gap: Increasing Confidence For Teaching Mathematics, Gavrielle Levine
NERA Conference Proceedings 2013
National emphasis on STEM education highlights the need to reduce mathematics anxiety and increase confidence for teaching mathematics among elementary level teachers. Most elementary school teachers are female, and are responsible for introducing foundational mathematics concepts and attitudes to developing minds. Female teachers’ higher levels of mathematics anxiety (when compared with male teachers) have detrimental effects on student learning. In this study, pre-service elementary teachers enrolled in mathematics education courses increased their confidence for teaching mathematics and reduced their mathematics anxiety. At the beginning of the course, males were more confident than were females. At the conclusion of the course, …
Perceptions Of Elementary Pre-Service Teachers’ Confidence To Teach Mathematics, Nithya N. Iyer, Jen-Ting Wang
Perceptions Of Elementary Pre-Service Teachers’ Confidence To Teach Mathematics, Nithya N. Iyer, Jen-Ting Wang
NERA Conference Proceedings 2013
In this study, we examine the perceptions of pre-service teachers’ confidence to teach mathematics. Previous studies have focused on the relationship between mathematics anxiety and teacher efficacy, mathematics anxiety and content knowledge, or teacher efficacy and content knowledge. In order for educational researchers to understand the dynamics of teaching mathematics with confidence, we examine the relationships among all three constructs: mathematics anxiety, teacher efficacy, and content knowledge. Two well-known instruments, Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and the short version of Mathematics Anxiety Rating Scale (MARS-S), were completed by 117 elementary pre-service teachers at a state college. Along with these …