Download or read book Exploring Characteristics and Experiences of Secondary Mathematics Teachers with Math Anxiety written by Joshua Parker Mannix and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tackling Anxiety in Primary Mathematics Teachers written by Karen Wicks and published by Critical Publishing. This book was released on 2021-02-15 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides teacher educators with an understanding of the issues around mathematics anxiety and a framework of teaching strategies to support undergraduates, trainee teachers and established professionals in primary settings in developing confidence in learning and teaching mathematics. The existence of mathematics anxiety in adults is both prevalent and well documented, and there is a real concern that adults who are anxious or lacking in confidence in their own mathematical ability may affect the quality of teaching and learning for those in their care. Research has identified that there are lower levels of mathematical confidence in adults working with children in primary rather than secondary schools, and that where adults are anxious this can be passed on to the pupils with whom they work. This book addresses issues related to the effect that mathematics anxiety has on those teaching and working with primary aged children and supports teacher educators to develop confidence in both trainee teachers and established professionals.
Download or read book Mathematics Anxiety written by Irene C. Mammarella and published by Routledge. This book was released on 2019-02-18 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feelings of apprehension and fear brought on by mathematical performance can affect correct mathematical application and can influence the achievement and future paths of individuals affected by it. In recent years, mathematics anxiety has become a subject of increasing interest both in educational and clinical settings. This ground-breaking collection presents theoretical, educational and psychophysiological perspectives on the widespread phenomenon of mathematics anxiety. Featuring contributions from leading international researchers, Mathematics Anxiety challenges preconceptions and clarifies several crucial areas of research, such as the distinction between mathematics anxiety from other forms of anxiety (i.e., general or test anxiety); the ways in which mathematics anxiety has been assessed (e.g. throughout self-report questionnaires or psychophysiological measures); the need to clarify the direction of the relationship between math anxiety and mathematics achievement (which causes which). Offering a revaluation of the negative connotations usually associated with mathematics anxiety and prompting avenues for future research, this book will be invaluable to academics and students in the field psychological and educational sciences, as well as teachers working with students who are struggling with mathematics anxiety
Download or read book Overcoming Math Anxiety written by Sheila Tobias and published by W. W. Norton. This book was released on 1978 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains the nature and origins of anxiety about mathematics and provides advice on working with a variey of specific mathematical concepts and problems.
Download or read book Transforming Learning and Teaching written by Kenneth Tobin and published by Bold Visions in Educational Re. This book was released on 2021-11-25 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book consists of 19 chapters on heuristics written by 21 diverse researchers. Heuristics are reflexive tools, designed to heighten awareness of actions and thereby afford reflection and other contemplative activities that can catalyze desired changes. The 33 heuristics provided in the book have been produced, revised, and adapted in more than two decades of scholarship. Six key foci are addressed in Transforming Learning and Teaching: Heuristics for Educative and Responsible Practices with respect to heuristics: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony. The book is an ideal resource for researchers in education and the social sciences, and an excellent text for graduate level courses in which research, professional development and transformative change are goals"--
Download or read book Understanding Emotions in Mathematical Thinking and Learning written by Ulises Xolocotzin and published by Academic Press. This book was released on 2017-05-12 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emotions play a critical role in mathematical cognition and learning. Understanding Emotions in Mathematical Thinking and Learning offers a multidisciplinary approach to the role of emotions in numerical cognition, mathematics education, learning sciences, and affective sciences. It addresses ways in which emotions relate to cognitive processes involved in learning and doing mathematics, including processing of numerical and physical magnitudes (e.g. time and space), performance in arithmetic and algebra, problem solving and reasoning attitudes, learning technologies, and mathematics achievement. Additionally, it covers social and affective issues such as identity and attitudes toward mathematics. Covers methodologies in studying emotion in mathematical knowledge Reflects the diverse and innovative nature of the methodological approaches and theoretical frameworks proposed by current investigations of emotions and mathematical cognition Includes perspectives from cognitive experimental psychology, neuroscience, and from sociocultural, semiotic, and discursive approaches Explores the role of anxiety in mathematical learning Synthesizes unifies the work of multiple sub-disciplines in one place
Download or read book What s Math Got to Do with It written by Jo Boaler and published by Penguin. This book was released on 2008 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses how to make mathematics for children enjoyable and why it is important for American children to succeed in mathematics and choose math-based career paths in the future.
Download or read book Learning to Teach Mathematics in the Secondary School written by Sue Johnston-Wilder and published by Routledge. This book was released on 2016-09-13 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the secondary school classroom. This fourth edition has been fully updated to reflect the latest changes to the curriculum and research in the field, taking into account key developments in teacher training and education, including examinations and assessment. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of mathematics, such as: why we teach mathematics the place of mathematics in the National Curriculum planning, teaching and assessing for mathematics learning how to communicate mathematically using digital technology to advance mathematical learning working with students with special educational needs post-16 teaching the importance of professional development the affective dimension when learning mathematics, including motivation, confidence and resilience Already a major text for many university teaching courses, this revised edition features a glossary of useful terms and carefully designed tasks to prompt critical reflection and support thinking and writing up to Masters Level. Issues of professional development are also examined, as well as a range of teaching approaches and styles from whole-class strategies to personalised learning, helping you to make the most of school experience, during your training and beyond. Designed for use as a core textbook, Learning to Teach Mathematics in the Secondary School provides essential guidance and advice for all those who aspire to be effective mathematics teachers.
Download or read book Exploring the Impact of a Teacher Education Program on the Mathematical Anxieties of Elementary Pre Service Teachers written by Sarah Gannon and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics education in Ontario has been a topic of significant focus in recent years. One concern is the lack of strong elementary mathematics teachers, in part due to the high levels of mathematics anxiety amongst this population (Gresham, 2007; Novak & Tassell, 2017). This study investigated the impact of a teacher education program on elementary pre-service teachers' mathematical anxieties. The study examined the main components of a consecutive teacher education program, namely mathematics methods courses and field experiences, their interrelationships, and their connections with pre-service teachers' background experiences. This explanatory sequential mixed methods approach emphasized qualitative methods (i.e., quan → QUAL) and involved two distinct phases. In Phase 1, quantitative questionnaire data were collected from the nine elementary pre-service teacher participants and analyzed using descriptive statistics. These results were then connected to the individual interview protocols employed in Phase 2 to collect qualitative data, which were analyzed thematically using the constant comparative method to uncover six themes: (a) prior experiences with mathematics, (b) anxieties towards mathematics, (c) the influence of mathematics methods courses on mathematical anxieties, (d) the influence of field experiences on mathematical anxieties, (e) the synthesis of mathematics methods courses and field experiences, and (f) anticipated future mathematics teaching style. This study's results address gaps in the existing literature and highlight the key impacts of teacher education programs on pre-service teachers' state and trait mathematical anxieties. Suggestions are provided for the practice of teacher educators, faculty administrators, and mentor teachers, as well as implications for theory and recommendations for future research.
Download or read book Personality development of prospective mathemathics teachers written by Radka Dofková and published by Univerzita Palackého v Olomouci. This book was released on with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The publication focuses on pre-service teachers' beliefs as the key prerequisite for teaching mathematics. This construct is considered an inseparable part of the teacher's personality, which needs to be positively shaped during undergraduate training. The theoretical part shows its correlation with other psychological determinants such as motivation, perceived self-efficacy, or attitudes. The construct is also placed in an educational context. The empirical part describes the results of the research and provides specific suggestions for undergraduate teacher training.
Download or read book Affect and Mathematical Problem Solving written by Douglas B. McLeod and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area. The purpose of Affect and Mathematical Problem Solving: A New Perspective is to show how the theories and methods of cognitive science can be extended to include the role of affect in mathematical problem solving. The book presents Mandler's theory of emotion and explores its implications for the learning and teaching of mathematical problem solving. Also, leading researchers from mathematics, education, and psychology report how they have integrated affect into their own cognitive research. The studies focus on metacognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in problem solving.
Download or read book The Role of Math Experiences and Personality Traits in Math Anxiety written by Krystle O'Leary and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Math anxiety has been defined by Richardson and Suinn (1972) as "unpleasant feelings, specifically, those of tension and anxiety that impede an individual's ability to manipulate numbers and solve math problems in a variety of situations (pg. 551)." Although previous research has investigated the situational factors (e.g., language and symbols used in math) of math anxiety, little research has examined dispositional and environmental factors. The current study assessed both dispositional (i.e., the Big Five Personality traits) and environmental factors (i.e., different kinds of math experiences) associated with math anxiety. A total of 131 undergraduate students (34 males and 96 females; Mage = 20.81) completed paper and pencil measures of math anxiety, a personality measure of the Big Five Personality traits, a new measure specifically designed to explore different kinds of math experiences, and measures of general anxiety and test anxiety. Results showed a significant positive relationship between math anxiety and neuroticism, but this relationship became non-significant after controlling for general anxiety and test anxiety. Environmental factors including support in high school, the manner by which math is taught (e.g., giving students plenty of examples), and doing well at math (e.g., having good marks in math) were significantly related to the level of math anxiety experienced by students even after controlling for general and test anxiety. The implications of these findings for better understanding which individuals may be at risk for developing math anxiety are discussed, in addition to the creation of programs and tutorials to decrease math anxiety.
Download or read book Choke written by Sian Beilock and published by Simon and Schuster. This book was released on 2011-08-09 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previously published in hardcover: New York: Free Press, 2010.
Download or read book Teaching Secondary and Middle School Mathematics written by Daniel J. Brahier and published by Routledge. This book was released on 2016-02-12 with total page 491 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Secondary and Middle School Mathematics combines the latest developments in research, standards, and technology with a vibrant writing style to help teachers prepare for the excitement and challenges of teaching secondary and middle school mathematics today. In the fully revised fifth edition, scholar and mathematics educator Daniel Brahier invites teachers to investigate the nature of the mathematics curriculum and reflect on research-based "best practices" as they define and sharpen their own personal teaching styles. The fifth edition has been updated and expanded with a particular emphasis on the continued impact of the Common Core State Standards for Mathematics and NCTM’s just-released Principles to Actions, as well as increased attention to teaching with technology, classroom management, and differentiated instruction. Features include: A full new Chapter 7 on selection and use of specific tools and technology combined with "Spotlight on Technology" features throughout clearly illustrate the practical aspects of how technology can be used for teaching or professional development. Foundational Chapters 1 and 2 on the practices and principles of mathematics education have been revised to build directly on Common Core State Standards for Mathematics and Principles to Actions, with additional references to both documents throughout all chapters. A new Chapter 4 focuses on the use of standards in writing objectives and organizing lesson plan resources while an updated Chapter 5 details each step of the lesson planning process. A fully revised Chapter 12 provides new information on teaching diverse populations and outlines specific details and suggestions for classroom management for mathematics teachers. Classroom Dialogues" features draws on the author’s 35-year experience as an educator to present real-world teacher-student conversations about specific mathematical problems or ideas "How Would You React?" features prepares future teachers for real-life scenarios by engaging them in common classroom situations and offering tried-and-true solutions. With more than 60 practical, classroom-tested teaching ideas, sample lesson and activities, Teaching Secondary and Middle School Mathematics combines the best of theory and practice to provide clear descriptions of what it takes to be an effective teacher of mathematics.
Download or read book The Impact of Personality Traits on Math Anxiety written by Darren R. Rauscher and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The demand for STEM graduates has remained consistent over the past decade, and is anticipated to further increase as the next decade unfolds. Difficulties regarding mathematics within introductory courses has been cited by participants as a contributing reason for transferring out of STEM fields of study, or avoiding these fields entirely. Substantial amounts of research has explored the relationship between anxiety, including math anxiety, and academic achievement. This research has provided empirically based results which are able to be utilized by higher education institutions as a means of improving their support systems for students with math anxiety. Despite the vast amount of research, there has been limited research exploring the relationship between math anxiety and personality. This study examined the relationship between personality traits self-reported math anxiety within postsecondary students (n = 161). Multiple linear regression analysis revealed that a relationship exists, and that the personality dimensions of emotionality and openness to experience are positive predictors, while extraversion is a negative predictor. Consistent with previous research, a significant gender difference was observed in reported math scores, with female responses being significantly higher than males. Additionally, the average math for observed within study was significantly increased in comparison to the normed sample for the math anxiety scale which was established nearly two decades ago, indicating that math anxiety remains a pervasive challenge to our educational system. The author recognizes that while a relationship between personality traits and math anxiety was identified, a medium effect was also found, and that the amount of variation accounted for by the predictive model generated from the analysis was low, suggesting that further research is needed for larger generalization of the findings.
Download or read book A Taxonomy of Behaviors by Instructors that College Students Identified as Contributing to Their Math Anxiety written by Matthew Allen Rhoads and published by . This book was released on 2019 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics is considered one of the basics of education, but many have difficulty learning it. It is estimated that 25% of four-year college students and 80% of community college students have some degree of math anxiety. Several studies have identified math teachers as one of the primary causes of math anxiety. The purpose of this study was to identify, analyze, and classify those math instructors' behaviors that are contributors to math anxiety. In short, what are the behaviors of a math instructor that leads to math anxiety? This study is phenomenological in nature with the goal of describing those behaviors. Only those students who have math anxiety as measured by the Abbreviated Math Anxiety Scale (AMAS) were included. Furthermore, only the students who indicated negative math experiences with one or more teachers as being a prominent part of the reason for that anxiety were included. A total of 82 students had math anxiety that met the criteria established by this researcher and recorded responses of negative math experiences. After running those 82 responses through IBM SPSS modeler 18.2 Text Analysis, 11 categories eventually emerged along with a taxonomy that included the top four most common categories: Teaching disposition, Teaching methods, Didn't explain and Pace. These categories made up 81% of the responses students gave in the questionnaire for teacher's characteristics they felt had been instrumental in their developing math anxiety.
Download or read book Exploring Explicit and Implicit Influences on Prospective Secondary Mathematics Teachers Development of Beliefs and Classroom Practice Through Case Study Analysis written by Jennifer Lynn Harrison and published by . This book was released on 2012 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Mathematics education literature supports the complex process of prospective secondary mathematics teacher (PSMT) learning and development, the impact of beliefs on PSMT learning and development, and the lack of demonstrated mathematics classroom practice supported by current constructivist reform perspectives referred to as learner-responsive pedagogy in this dissertation. The purpose of this research was to both explicitly impact and explore the process of the development of beliefs and classroom practice for a small group of PSMTs through a Teacher Development Experiment (TDE) methodology. Using the TDE methodology as a guide, the objective of the researcher was to purposefully work to help PSMTs develop beliefs and classroom practice aligning with learner-responsive perspectives. Eight PSMTs in a 5-quarter graduate teacher education program at a large Midwestern university participated in this research. The researcher acted as an instructor for the PSMTs' first mathematics methods course and as their university supervisor throughout all field placement experiences in the teacher education program. Guided by literature supporting methods for impacting belief development and teacher learning through a focus on student thinking, the supervisor provided support to increase opportunities for PSMTs to develop beliefs and classroom practice aligning with learner-responsive approaches. Extensive qualitative data were collected throughout the PSMTs' mathematics methods course and field placement experiences. These data include: reflective writings from readings, field placement observations, and field placement teaching experiences; field notes from observations of PSMTs' classroom practice; transcribed discussions before and after classroom practice observations; transcribed discussions from small group discussions; feedback provided by the researcher on lesson plans and reflective writing; and responses to a final interview. Quantitative data in the form of a Likert-survey for beliefs related to teaching and learning in mathematics were analyzed along with qualitative data to develop case studies of development of beliefs and classroom practice for three of the eight PSMTs. Through analysis of individual PSMT learning in each case as well as a cross case analysis, factors influencing PSMT development of beliefs and classroom practice aligning with learner-responsive perspectives were found. The cases supported the influence of enactive mastery experiences, over vicarious experiences or verbal persuasion, on PSMTs beliefs and classroom practice. Differences in enactive mastery experiences for teacher-centered or learner-responsive perspectives resulted in a demonstration of differing belief development. The cases also demonstrated a relationship between PSMTs' ability to elicit, attend to, interpret, and decide how to use student thinking in their instruction and their development of beliefs and classroom practice. Findings from this research suggest the importance of explicit consistent supervisor and university support for specific types of experiences for PSMTs to influence the development of their beliefs and classroom practice to align with learner-responsive pedagogy. This supports the importance of an explicit focus on consistent teacher models and support for learner-responsive perspectives and practice in teacher education programs as well as further research on developing research-based models of student learning of secondary mathematics concepts to help PSMTs focus more deeply on student thinking.
