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From Numbers To Narratives: Preservice Teachers Experiences’ With Mathematics Anxiety And Mathematics Teaching Anxiety, Amy M. Olson, Kathleen Jablon Stoehr
From Numbers To Narratives: Preservice Teachers Experiences’ With Mathematics Anxiety And Mathematics Teaching Anxiety, Amy M. Olson, Kathleen Jablon Stoehr
Teacher Education
This paper presents qualitative and quantitative approaches to exploring teachers’ experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences in teacher education. Findings indicate that mathematics anxiety and mathematics teaching anxiety may be similar (i.e., that preservice teachers perceive a logical continuity and cumulative effect of their experiences of mathematics anxiety as learners in K–12 classrooms that impacts their work as teachers in future K–12 classrooms). Further, anxiety is not limited to occurring in …
Stories And Statistics: A Mixed Picture Of Gender Equity In Mathematics, Kathleen Jablon Stoehr, Kathy Carter, Amanda Sugimoto
Stories And Statistics: A Mixed Picture Of Gender Equity In Mathematics, Kathleen Jablon Stoehr, Kathy Carter, Amanda Sugimoto
Teacher Education
The goal of this chapter is to gain a better understanding of the experiences of mathematics anxiety that some women elementary preservice teachers encounter while learning mathematics during their own K-12 years. Specifically, this chapter is an analysis of the personal well-remembered events (WREs) told and recorded by women during their preservice teaching professional sequence. These narrative writings provide a powerful voice for the degree to which mathematics anxiety shape preservice teachers’ beliefs on what it means to learn mathematics. This intersection of teacher knowledge is important, as these are women who are on the professional track to teach mathematics. …